A história da ciência como subsídio para a construção do conhecimento do conceito da dupla hélice

Abstract

This analysis addressed the relevance of the History of Science for the practice of science education, more specifically for learning in high school in biology discipline, considering significant the idea that learning in science, that is, about the dimensions historical, philosophical and cultural science (MONK; OSBORNE, 1997) are emerging for science education. In view of the shortage of materials containing philosophical historical episodes that allow you to perform a didactic transposition, the construction of texts it is necessary containing the history of science which plays a key role in preparing the DNA of the concept in high school. The drafting of the text "Double Helix: The construction of knowledge" containing the historical evolution of the model of the double helix in the e-book version as an educational product, can assist in the design DNA of the concept in high school. In this context, it sought to foundations to discuss the training needs teacher of that school and education level. Analyzed aspects of the vision and ideas of science and the inclusion of the history and philosophy of science in the teaching practice of teacher Biology. He presented the methodology of the survey route, starting from basic research design (problem, guiding questions, goals , object and subject of research and educational product) and then place the theoretical and methodological perspective adopted for the seizure of the research. The qualitative study was elected to guide the research, questionnaires and interview as a technique for data collection. We conclude, as the analysis of data provided by the research subjects, the e-book containing philosophical historical episode is a didactic device useful for making high school more interesting, enabling learning complex concepts of biology, such as DNA. Another point to emphasize is that historical episodes contribute in the process of construction of knowledge gradually and slowly, promoting a real concrete vision of Nature of Science with their methods, techniques, models, hits and misses, promoting the formation of a critical citizen by scientific knowledge. Therefore, the need for teacher training for the use of the material was perceived through the analysis.