scholarly journals ELECTRO METALLURGICA BRASILEIRA: HISTÓRIA DA CIÊNCIA E DA TÉCNICA COMO OBJETO DE ESTUDO E DE ENSINO

2019 ◽  
Vol 20 ◽  
pp. 330-344
Author(s):  
Marcelo Luis de Brino ◽  
Pedro Wagner Gonçalves ◽  
Daniel Ferraz Chiozzini ◽  
Natalina Aparecida Laguna Sicca
Keyword(s):  
Science Teaching ◽  
History Of Science ◽  
Scientific Development ◽  
Industrial Technology ◽  
Curricular Integration ◽  
Iron And Steel ◽  
The Past ◽  
Keywords History Of Science ◽  
History Of ◽  
Coffee Farmers

Resumo Este trabalho considera a História da Ciência como campo multidimensional que pode contribuir para interconectar diferentes disciplinas por meio da integração curricular. O ponto de partida do ensino e da aprendizagem contextualizados foi a história da Electro Metallurgica Brasileira, foi um empreendimento que reuniu cafeicultores e ações governamentais para criar uma siderúrgica em Ribeirão Preto, interior de São Paulo na década de 1920. A história dessa usina mostra os desafios e as tomadas de decisão diante das controvérsias tecnológicas da época quanto ao uso de alto forno elétrico, melhor combustível e redutor (carvão mineral ou vegetal), bem como a localização da siderúrgica. Dois engenheiros (João Pandiá Calógeras e Luis Felipe Gonzaga de Campos) com forte formação geológica e metalúrgica tiveram papel de importante na definição e orientação de políticas de desenvolvimento industrial mas divergiam quanto às melhores opções para criar a siderurgia nacional. A discussão dessas controvérsias ajuda a compreender que o desenvolvimento científico não é progressivo, nem linear embora esteja vinculado a necessidades tecnológicas e econômicas. Palavras-chave: História da Ciência, Ensino de Ciências, História da Técnica, siderurgia, História do Brasil AbstractHistory of science is a multidimensional area of knowledge in order to connect different disciplines upon a curricular integration. The point of start to situate the teaching and the learning is the technological history of the iron and steel enterprise of Ribeirao Preto steelworks happened in 1920’s years. The coffee farmers and government authorities promoted the effort to create the steelworks in the county of the country. The challenge was to choose by the kind of industrial technology. That time, researchers disagreed about the place, the technique, the kind of fuel which would be used with better utility. Two engineers with a strong geological and metallurgical formation exemplified the technological controversies: João Pandiá Calógeras and Luis Felipe Gonzaga de Campos. They advocated differently on electrical furnace, kind of steel conversor, as well as the place of the enterprise. The main findings shows up the history of science helps to understand the challenges of the past and the controversial side of scientific development. Keywords: history of science, teaching of sciences, history of technic, iron manufacture, history of Brazil

scholarly journals Os valores geoéticos e a relutância na consideração de novas ideias: o caso da Deriva Continental de Wegener

2019 ◽  
Vol 20 ◽  
pp. 685-694
Author(s):  
Alexandra Cardoso
Keyword(s):  
Eighteenth Century ◽  
History Of Science ◽  
Continental Drift ◽  
Scientific Development ◽  
Educational Resource ◽  
Keywords History Of Science ◽  
History Of ◽  
Integral Development ◽  
Explanatory Mechanism ◽  
Case Based

Resumo A Deriva Continental de Wegener surge num período em que o imobilismo e o contracionismo geológicos eram as ideias maioritariamente aceites no que diz respeito à interpretação da história da Terra. A hipótese de Wegener, contrária às referidas teorias, desencadeou uma das maiores controvérsias da história das geociências. Na primeira metade do século XVIII, a falta de um mecanismo explicativo dos movimentos horizontais da crusta foi a crítica mais recorrente ao seu trabalho. No entanto, tal não justifica totalmente a desconsideração da hipótese de Wegener pela maior parte da comunidade científica da época. Ideias inovadoras e revolucionárias, como as que caracterizam a Deriva Continental, são, geralmente, acompanhadas de reações de preconceito e rejeição. Estas reações, documentadas diversas vezes ao longo da história da ciência, afiguram-se como barreiras difíceis de ultrapassar, afetando o desenvolvimento científico. Atualmente, encontram-se em estudo uma série de valores geoéticos que deverão pautar a conduta dos geocientistas no exercício da sua profissão e que incluem a compreensão e respeito pelas diferentes ideias dos pares. No presente trabalho, desenvolveu-se um recurso educativo, segundo a metodologia de ensino baseado em casos, com a pretensão de contribuir para a compreensão do caráter provisório da ciência e para a consciencialização acerca dos valores geoéticos que devem estar na base de um íntegro desenvolvimento das geociências. Palavras-chave: história da ciência; geoética; ensino baseado em casos. Abstract Wegener's Continental Drift arises at a time when geological immobilism and contractionism were the most widely accepted ideas regarding the interpretation of Earth's history. Wegener's hypothesis, contrary to these theories, unleashed one of the biggest controversies in the history of geosciences. In the first half of the eighteenth century, the lack of an explanatory mechanism for the horizontal movements of the crust was the most recurrent criticism concerning his work. However, this does not fully justify the disregard of Wegener's hypothesis by most of the scientific community at the time. Innovative and revolutionary ideas, such as those that characterize the Continental Drift, are usually accompanied by reactions of prejudice and rejection. These reactions, documented several times throughout the history of science, appear as barriers that are difficult to overcome, affecting scientific development. Currently, several geoethical values that should guide the conduct of the geoscientists in the exercise of their profession are being studied and they include the understanding and respect for the different ideas of others. In the present work, an educational resource has been developed, according to the methodology of case-based teaching, with the aim of contributing to the understanding of the provisional nature of science and to the awareness of the geoethical values that must be the basis of an integral development of geosciences. Keywords: history of science; geoethics; case-based teaching

scholarly journals História da ciência, práticas discursivas e comunicação didática: uma breve reflexão

2019 ◽  
Vol 20 ◽  
pp. 435-441
Author(s):  
José M.C. Belo
Keyword(s):  
Science Teaching ◽  
History Of Science ◽  
Historical Development ◽  
Scientific Activity ◽  
The Other ◽  
Other Hand ◽  
Keywords History Of Science ◽  
History Of ◽  
The One ◽  
The Way

Resumo De que falamos quando pretendemos falar da história da ciência no ensino? Falamos do ensino da(s) ciência(s)? Falamos do ensino da história da ciência? Falamos de ambos? Se falamos do ensino de história da ciência, então poderíamos falar de todas as disciplinas (unidades curriculares) que constituem o currículo porque, de algum modo, a ciência – a sua história – é transversal a todas. Por outro lado, se falamos da história da ciência como adjuvante do ensino das ciências - do lugar que a história da ciência deve ocupar no quadro do ensino das ciências - então estaremos a falar de algo bem diferente que tem merecidamente ocupado muitos dos que se preocupam com estas questões. Pela nossa parte, na necessariamente breve reflexão que vamos efetuar, tentaremos pôr em relevo, por um lado, a importância do conhecimento do desenvolvimento histórico da atividade científica como elemento agregador e motivador para todos os estudantes de ciências, ao mesmo tempo que evidenciaremos o modo como o discurso didático está carregado de elementos causadores de ruído no processo de comunicação didática. Palavras-chave: história da ciência; comunicação didática; paradigmas Abstract What do we talk about when we want to talk about the history of science in education? Are we talking about science(s) teaching? Are we talking about the teaching of the history of science? Are we talking about both? If we talk about the teaching of the history of science, then we could speak of all the disciplines (curricular units) that constitute the curriculum because, in some way, science - its history - is transversal to all of them. On the other hand, if we speak of the history of science as an adjunct to science teaching - the place that history of science must occupy in science teaching - then we are talking about something quite different that has deservedly occupied many of those who care about these issues. On our part, in the necessarily brief reflection that we are going to make, we will try to highlight, on the one hand, the importance of the knowledge of the historical development of scientific activity as an aggregator and motivator for all students of science, and, at the same time, we will try to show the way as the didactic discourse is loaded with elements that cause noise in the process of didactic communication. Keywords: history of science; didactic communication; paradigms

Reframing the Sciences of the Long Eighteenth Century

2020 ◽  
Vol 50 (1-2) ◽  
pp. 58-66
Author(s):  
Giuliano Pancaldi
Keyword(s):  
Eighteenth Century ◽  
History Of Science ◽  
Science Policy ◽  
Special Issue ◽  
Half Century ◽  
The Past ◽  
Past Half Century ◽  
History Of ◽  
Long Eighteenth Century ◽  
Past Half

Here I survey a sample of the essays and reviews on the sciences of the long eighteenth century published in this journal since it was founded in 1969. The connecting thread is some historiographic reflections on the role that disciplines—in both the sciences we study and the fields we practice—have played in the development of the history of science over the past half century. I argue that, as far as disciplines are concerned, we now find ourselves a bit closer to a situation described in our studies of the long eighteenth century than we were fifty years ago. This should both favor our understanding of that period and, hopefully, make the historical studies that explore it more relevant to present-day developments and science policy. This essay is part of a special issue entitled “Looking Backward, Looking Forward: HSNS at 50,” edited by Erika Lorraine Milam.

Science and Medicine in Imperial China—The State of the Field

1988 ◽  
Vol 47 (1) ◽  
pp. 41-90 ◽  
Author(s):  
Nathan Sivin
Keyword(s):  
History Of Science ◽  
Systems Analysis ◽  
Half Century ◽  
The Past ◽  
Professional Societies ◽  
Past Half Century ◽  
New Directions ◽  
History Of ◽  
Imperial China ◽  
Past Half

Sinology and the history of science have changed practically beyond recognition in the past half-century. Both have become academic specialisms, with their own departments, journals, and professional societies. Both have moved off in new directions, drawing on the tools and insights of several disciplines. Although some sinologists still honor no ambition beyond explicating primary texts, on many of the field's frontiers philology is no more than a tool. Similarly, many technical historians now explore issues for which anthropology or systems analysis is as indispensable as traditional historiography.

scholarly journals Images as documents for the history of science: some remarks concerning classification

2017 ◽  
Vol 20 ◽  
pp. 112 ◽  
Author(s):  
Maria Helena Roxo Beltran ◽  
Vera Cecilia Machline
Keyword(s):  
Present Article ◽  
History Of Science ◽  
The Past ◽  
The Arts ◽  
History Of ◽  
Ancient Times

Studies on history of science are increasingly emphasizing the important role that, since ancient times, images have had in the processes of shaping concepts, as well as registering and transmitting knowledge about nature and the arts. In the past years, we have developed at Center Simão Mathias of Studies on the History of Science (CESIMA) inquiries devoted to the analysis of images as forms of registering and transmitting knowledge about nature and the arts – that is to say, as documents pertaining to the history of science. These inquiries are grounded on the assumption that all images derive from the interaction between the artistic technique used in their manufacture and the concept intended to be expressed by them. This study enabled us to analyze distinct roles that images have had in different fields of knowledge at various ages. Some of the results obtained so far are summarized in the present article.

Science and World Cities: Thinking Urban Knowledge and Science at Large (16th-18th century)

Itinerario ◽  
2009 ◽  
Vol 33 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Antonella Romano ◽  
Stéphane Van Damme
Keyword(s):  
History Of Science ◽  
18Th Century ◽  
World History ◽  
Global Dimension ◽  
Central Position ◽  
Social Approach ◽  
The Past ◽  
History Of ◽  
Intellectual Networks ◽  
Circulation Of Knowledge

Through its focus on the question of circulation, world history attained a central position amongst the historical configurations in the last decade. Indicative of our fundamentally changing world, the past thereby reveals itself to have been shaped by commercial, human and intellectual flows of global dimension. The history of science has been particularly receptive to such methodological developments, especially with regard to works influenced by a markedly social approach to science and knowledge, which has focused for some time on the analysis of intellectual networks. From the French provincial Enlightenment to Athansius Kircher's circles—including the relationships of patronage of mathematicians and court philosophers—social, intellectual and epistemological configurations have been designed, allowing us to consider different scales in the circulation of knowledge.

American Memory, Culture Wars, and the Challenge of Presenting Science and Technology in a National Museum

2007 ◽  
Vol 29 (1) ◽  
pp. 13-30 ◽  
Author(s):  
ROGER D. LAUNIUS
Keyword(s):  
History Of Science ◽  
Science And Technology ◽  
Smithsonian Institution ◽  
Culture Wars ◽  
National Museum ◽  
Historic Sites ◽  
The Past ◽  
Memory Culture ◽  
History Of ◽  
American Memory

Abstract There is no question that the American public has an unabashed appetite for history. This is demonstrated in numerous ways from bestsellers by popular historians to tourism at historic sites and museums to the popularity of films and other media depicting versions of the past. Although historians might think that the discourse presented in most of these forums is simplistic and stilted, little doubt exists that it is passionate. This discussion explores a few of the issues affecting the public's deep fascination with the past, especially in the context of the history of science and technology, and the presentation of these issues in the Smithsonian Institution. These thoughts are tentative and speculative, but, I hope, stimulating and worthy of further consideration.

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