The nature of science from the history and philosophy of science in the initial training of chemistry teachers: Design and validation of a teaching-learning sequence on the rutherford model

Abstract

In this paper we analyze the process of planning and validation of a Teaching-Learning  Sequence (TLS) on the Rutherford atomic model, part of a larger investigation in which a Training Program was developed with nine graduates from a public university in Paraná. This study, characterized as an action research and aimed at inserting Nature of Science (NOS) in the classroom, from the History and Philosophy of Science, was developed in the context of Supervised Internship. For the constitution of the data several written records were used, as questionnaires, besides the versions of the plans and the recording of the classes. The analyzed stages mainly comprise the selection of historical content and the construction and validation of activities for TLS. Among the challenges faced, we list the difficulty of breaking with the notion of historical approach as a linear reconstruction of the development of science. However, after the studies and the selection of historical content, the activities were significant for the insertion of NOS discussions in the classroom. The results show the importance of training actions capable of subsidizing reflection and experience focused on the aspects of NOS, aiming at the formation of teachers capable of understanding and teaching about science.