Teaching with Historical Models

  • Rosária S. Justi
Chapter

Abstract

As the first section of this book has shown, science is a special branch of knowledge that includes not only models and theories but also the processes through which scientific knowledge is produced. Assuming the relevance of scientific literacy to the citizens of the twenty-first century, it is important that their education aims at an understanding of (i) the structure of scientific knowledge, (ii) what the conduct of science involves and (iii) the limitations of scientific knowledge in a given context, as well as the development of the skills with which to develop reliable scientific knowledge. In Hodson’s (1992) words, the purposes of science education should be learning science, learning about science and learning to do science.

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Notes

  1. 1.
    Neto, G.C., 1995, Quimica: da teoria à realidade, v. 1. Sõo Paulo: Scipione, p.91.Google Scholar
  2. 2.
    Carvalho, G.C., 1995, Quimica Moderna, v. 1. São Paulo: Scipione, p.31.Google Scholar
  3. 3.
    Costa, M.C. e Santos, G.O., 1995, Quimica: a visão do presente, v. 1. Belo Horizonte: Lê.Google Scholar
  4. 4.
    Sardella, A., 1997, Curso de Quimica — Quimica Geral, 23a. ed. São Paulo: Saraiva, p.89.Google Scholar
  5. 5.
    Sardella, A., 1997, Curso de Quimica — Quimica Geral, 23a. ed. São Paulo: Saraiva, p.91.Google Scholar
  6. 6.
    Sardella, A., 1997, Curso de Quimica — Quimica Geral, 23a. ed. São Paulo: Saraiva, p.93.Google Scholar
  7. 7.
    Holman, J., 1995, Chemistry. Victoria: Australia: Thomas Nelson, p.248.Google Scholar

Copyright information

© Kluwer Academic Publishers 2000

Authors and Affiliations

  • Rosária S. Justi
    • 1
  1. 1.Universidade Federal de Minas GeraisBrazil

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