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«Estudar história com os pés na terra»: uma perspectiva museológica aplicada ao currículo da história no 3º ciclo do Ensino Básico: o caso de Alcobaça

Carvalho, Maria Leonor Domingues Antunes Ferreira de
Fonte: Repositório Científico Lusófona Publicador: Repositório Científico Lusófona
Tipo: Tese de Doutorado
POR
Relevância na Pesquisa
46.04%
RESUMO: Analisando o actual contexto do Ensino Básico na perspectiva da docência da História, o presente trabalho problematiza a contribuição da disciplina para a formação dos cidadãos. Estruturado a partir da análise das sintonias existentes entre a Educação, a História e a Museologia, relativamente a conceitos-chave como o Património Cultural e as suas formas de abordagem, a investigação propõe uma perspectiva museológica sobre o actual currículo da disciplina de História. Aplicando metodologias e conceitos desenvolvidos na Museologia, a proposta curricular estrutura-se a partir das componentes locais e regionais do currículo (na óptica da História) da região específica de Alcobaça. Centrado na aplicação da relação entre o Ensino da História por competências e o desenvolvimento da Consciência Histórica, num espaço concreto, este trabalho constrói uma proposta visando contribuir para os debates existentes e necessários no contexto da relação entre os saberes da escolaridade e as práticas de Cidadania, designadamente a contribuição activa dos indivíduos para o desenvolvimento da(s) comunidade(s). ABSTRACT: This research arises the problem of Compulsory Highschool from the perspective of teaching History...

Literatura e educação na memória de uma cidade: um olhar sobre Thales Castanho de Andrade; Literature and education in the memory of a city: a point of a view about Thales Castanho de Andrade

Alexandre, Fernando Luiz
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 17/04/2007 PT
Relevância na Pesquisa
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Esta pesquisa, circunscrita à área da história da educação brasileira, tem como objeto de estudo o educador e escritor de literatura infantil Thales Castanho de Andrade (1890-1977). O trabalho tem como objetivo tratar de elementos relativos ao autor, à sua produção literária e atuação no magistério vistos na perspectiva da análise dos principais aspectos que envolveram a sua trajetória, a qual é acompanhada desde o período de sua formação nos anos de 1910, a divulgação de sua obra mais conhecida, o livro Saudade, publicado em 1919, até os anos de 1930, quando ao final da década percebe-se um arrefecimento de suas publicações. Assim, primeiramente, situamos o lugar de sua formação, a cidade de Piracicaba, e observamos determinados tópicos da história das instituições de ensino a que ele esteve relacionado, o Grupo Escolar, a Escola Complementar e a Escola Prática Agrícola de Piracicaba. O evento do Primeiro Congresso de Ensino Agrícola, ocorrido em 1911 em São Paulo é outro dos temas tratados. Agregamos à análise, como fundamentação teórica, as proposições de Nicolau Sevcenko e Ângela de Castro Gomes, que ao trabalharem com a história dos intelectuais, examinando para tanto o material literário e o da imprensa na análise do pensamento e do contexto histórico...

Itinerários da psicologia na educação especial: uma leitura histórico-crítica em psicologia escolar; The itineraries of psychology in special education: a historical-critical interpretation in school psychology

Cotrin, Jane Teresinha Domingues
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 03/05/2010 PT
Relevância na Pesquisa
56.1%
Esta tese tem como objeto de estudo as relações iniciais entre Psicologia e Educação Especial, na área específica da deficiência mental. As primeiras escolas de Educação Especial na área de deficiência mental nasceram, no Brasil, no final do século XIX, anexas aos hospitais psiquiátricos, por iniciativa de médicos que atuavam nesses hospitais. No início do século XX, com as reformas educacionais vinculadas ao avanço da Psicologia como campo de conhecimento científico, as práticas em Educação e Educação Especial, no que tange à deficiência mental, passaram a ser embasadas nessa Psicologia nascente. Com uma abordagem funcionalista, as diferentes teorias psicológicas foram utilizadas para instrumentalizar os professores na prática pedagógica e esses conhecimentos assumiram a primazia do saber educacional especializado. Os testes psicológicos tornaram-se os instrumentos mais utilizados para o reconhecimento da deficiência. Impulsionada pelo movimento escolanovista e da higiene mental, a Psicologia desponta como área de conhecimento necessária à compreensão do educando e ao estabelecimento de critérios de normalidade-patologia-deficiência. O objetivo do presente trabalho é compreender como se deu a inserção da Psicologia como área de estudo e atuação profissional na educação da criança com deficiência mental no Brasil...

O tempo historico na pesquisa sobre ensino de historia : um balanço historiografico; The historical time research on history education : a historiografic rocking

Leide Divina Alvarenga Turini
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 23/02/2006 PT
Relevância na Pesquisa
46.09%
TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ? Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. Este estudo corresponde a um balanço historiográfico da pesquisa que elegeu o tempo histórico no ensino de História como objeto de investigação na década passada. A partir de uma aproximação com autores cujas reflexões apontam ruptura com a história linear e desconstrução da idéia de progresso como norma histórica em defesa de uma concepção do tempo histórico fundada nas experiências concretas dos sujeitos, procura (re)construir sentidos da experiência que constitui o tempo histórico como campo de pesquisa específico e que envolve a História e suas interlocuções com outras áreas do conhecimento. Caracterizadas segundo seus objetivos, suas abordagens teórico-metodológicas e suas conclusões, as pesquisas revelaram que o objeto tempo histórico se constitui com base em diferentes possibilidades de investigação, seja na perspectiva de se apreender como os alunos compreendem, desenvolvem e/ou representam noções temporais, seja na perspectiva dos pesquisadores que se preocupam com o lugar do tempo histórico nas propostas curriculares...

Arquivos online : práticas de memória, de ensino de história e de educação das sensibilidades; Archives online : practices of memory, of history teaching and of education of sensibilities

Adriana Carvalho Koyama
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 28/02/2013 PT
Relevância na Pesquisa
46.12%
Esse trabalho propõe-se a estudar os sites de arquivos públicos, em seus diálogos com práticas de memória, de ensino de História e de educação das sensibilidades na contemporaneidade. Para tal, elege como fontes os próprios sites de arquivos, bem como a literatura recente produzida por arquivistas e pesquisadores de ensino de História, referente às relações entre arquivos e educação. Esses dois conjuntos de fontes, ao serem entrecruzados, fazem emergir um uma rede de discursos e práticas que se articulam, internacionalmente, como tendências prevalecentes, na literatura e nas práticas recentes dessa área em que se configuram as aproximações entre arquivos e educação. O referencial bibliográfico, no trabalho de articular a multidisciplinaridade dos campos estudados às possibilidades de diálogo dos autores em seus enfoques teóricos e metodológicos, foi eleito tendo em vista entrecruzar os diferentes autores das áreas da arquivística, da história cultural e da educação, em algumas de suas aproximações e confrontos, a partir de questões elaboradas nos sucessivos diálogos com as fontes. As relações entre arquivos e educação são pensadas a partir da ótica da educação patrimonial, do ensino de História...

Viewing scenes of the history of chemistry through the opera glass

André, João P.
Fonte: American Chemical Society. Division of Chemical Education Publicador: American Chemical Society. Division of Chemical Education
Tipo: Artigo de Revista Científica
Publicado em 13/01/2015 ENG
Relevância na Pesquisa
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Artistic creation has always reflected the spirit of the moment and opera has not been an exception. There are several examples of operas which appeared at key moments of the development of science, portraying them. Additionally there are also operas that emerged after scientific events or the lifetime of the scientists they were inspired on. In what concerns chemistry, the first category could be exemplified by the apothecary operas (already discussed by the author in a previous paper of this journal) while the others could be illustrated by recent operas such as Dr. Atomic or Madame Curie. Continuing our endeavor of establishing relations between opera and chemistry, and considering that history of science plays an important role in the process of teaching and learning sciences, some milestones of the history of chemistry are here revisited through the opera glass. The operas analyzed have been grouped in the following categories: Operas of Fire and Metallurgy, Operas of the Philosophers of Antiquity, Operas of Alchemy, Operas of the Age of Enlightenment, Operas of the Revolutions and Operas of Entropy.; Thanks are due to the Foundation for Science and Technology (FCT–Portugal) and FEDER (European Fund for Regional Development)-COMPETE/QREN/EU for financial support through the research unity PEst-C/QUI/UI686/2013.  

A disciplina ensino religioso no currículo escolar brasileiro: institucionalização e permanência; The subject religious education in the curriculum of brazilian school: institutionalization and permanence

Muniz, Tamiris Alves
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
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The present study has as object of research the subject Religious Education in the curriculum of the Brazilian schools. In this sense, seek to explain how was the construction of this subject in the curriculum of public schools in Brazil, mostly in the period of 1988 to 2010, wich comprehend a rich period in discussion, public politics of implantation to an area and the fight for the educacional field consolidation. It was established as general objective to understand the historical process of construction of the subject Religious Education in the curriculum of Brazilian public schools, and how specific objectives: to analyze the studies in the field of the history of the curriculum and history of the disciplines in order to understand how comes developing the research in these fields of research; demarcate as historically constituted the religious education in school subject and integrated the curriculum of Brazilian public schools; and to analyze the permanence of the subject Religious Education in the curriculum from the analysis of the experience of its configuration in the education system of Goiás. The study belongs to the field of research about the history of school subjects and adopts the socio-historical perspective of curriculum grounded in theories of André Chervel (1990)...

History Studies: University of Limerick History Society Journal Vol (3)

University of Limerick History Society
Fonte: University of Limerick History Society Publicador: University of Limerick History Society
Tipo: info:eu-repo/semantics/other; all_ul_research; ul_published_reviewed
ENG
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peer-reviewed; The publication of History Studies volume 3 marks the beginning of a new period. The involvement of founder-editors David A. Fleming and Edward Horgan has come to an end. Both have done a magnificent job in establishing History Studies. On behalf of the History Societv of the University of Limerick we, the new editor, thank David and Edward for their work, They have made it easy for us to continue and expand History Studies. The variety and quality of topics tackled by the authors, shows that the study of history is alive and well in Ireland at both undergraduate and postgraduate level. The articles presented here deal with a variety of issues such as education, medical history, and the First World War. This gives hope for future volumes of History Studies in which we plan to broaden the range of topics even further. We hope that readers will gain as much pleasure from reading the articles as we did editing them, Andreas Hüther Sarah Power

The strange career of bilingual education: A history of the political and pedagogical debate over language instruction in American public education, 1890-1990

Blanton, Carlos Kevin
Fonte: Universidade Rice Publicador: Universidade Rice
Tipo: Thesis; Text Formato: 545 p.; application/pdf
ENG
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This dissertation is an analysis of the history of the modern bilingual education movement of the 1960s, the older bilingual tradition of schooling in this nation since the nineteenth century, and the early to middle years of the twentieth century when English-Only pedagogy appeared as a, dramatic aberration to the American bilingual tradition. The historiography and interpretive battles of this subject are examined and explained in the Introduction. Chapter One offers a brief historical sketch of bilingual schooling in Texas during the nineteenth century. Chapter Two evaluates the role of the Progressive Education Movement in Texas and the destruction of the long-held practice of bilingual schooling. Chapters Three through Five demonstrate the influence of the Americanization Movement in Texas, the practice of English-only pedagogy, and the role of intelligence testing in the education of Mexican Americans. Chapter Six examines the developments in language instruction during World War II and the post-war changes in pedagogy. Chapter Seven analyzes the Mexican American response to the English-only language policies of Texas and relates that response to the community's sense of cultural identity. Finally, Chapter Eight documents the birth in the 1960s of the official bilingual education movement. This study has several important implications for the controversial issue of bilingual education and the study of education in American history. Too often...

'Half-pregnant with Bartlett's baby': contested policies in Tasmanian post-secondary education - 2007-2010 - through the lens of Kingdon's 'agendas'

Rodwell, G.
Fonte: University of Western Australia, Dept of Education Publicador: University of Western Australia, Dept of Education
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
Relevância na Pesquisa
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Tasmania Tomorrow was highly politicised, and Tasmanian post-secondary education policy became a central issue in the 2010 state elections. The purpose of this paper was to analyse the dynamics of Tasmanian post-secondary education policy, and determine what education policy analysts can learn from this episode in Tasmanian education history. Tasmania Tomorrow was positioned in relation to United Kingdom research into a similar event of contested education policy. The veracity of a number of elements of John Kingdon‟s theory of public policy evolution was then examined as a lens through which to analyse contested Tasmanian post-secondary education policy.; http://search.informit.com.au/documentSummary;dn=491495811272686;res=IELHSS; Grant Rodwell

History education and the construction of national identity in Iran

Soltan Zadeh, Maryam
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.07%
This study examined the representation of national and religious dimensions of Iranian history and identity in Iranian middle school history textbooks. Furthermore, through a qualitative case study in a school in the capital city of Tehran, teachers' use of textbooks in classrooms, students' response, their perceptions of the country's past, and their definitions of national identity is studied. The study follows a critical discourse analysis framework by focusing on the subjectivity of the text and examining how specific concepts, in this case collective identities, are constructed through historical narratives and how social actors, in this case students, interact with , and make sense of, the process. My definition of national identity is based on the ethnosymbolism paradigm (Smith, 2003) that accommodates both pre-modern cultural roots of a nation and the development and trajectory of modern political institutions. ^ Two qualitative approaches of discourse analysis and case study were employed. The textbooks selected were those published by the Ministry of Education; universally used in all middle schools across the country in 2009. The case study was conducted in a girls' school in Tehran. The students who participated in the study were ninth grade students who were in their first year of high school and had just finished a complete course of Iranian history in middle school. Observations were done in history classes in all three grades of the middle school. ^ The study findings show that textbooks present a generally negative discourse of Iran's long history as being dominated by foreign invasions and incompetent kings. At the same time...

Teaching history: A discussion of contemporary challenges

Bruno-Jofré, Rosa; Schiralli, Martin
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 135605 bytes; application/pdf
EN
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The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey’s educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.; This article was published in the Fall 2002 (Volume 3) issue of Encounters on Education/ Encuentros sobre Educación/ Rencontres sur l'Éducation. The theme of this issue is memory and the teaching of history. The complete series of this monograph is available at http://educ.queensu.ca/publications/encounters/index.shtml.; Faculty of Education, Queen's University, the Departamento de Teoría e Historia de la Educación, Universidad Complutense de Madrid, and the Faculty of Education...

History and Historiography of Education: Some remarks on the utility of historical knowledge in the age of efficiency

Trohler, Daniel
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 252613 bytes; application/pdf
EN
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A difficult heritage has been attached to the history of education since its beginnings as a field of study. History of education is as a rule nationally oriented and/or constructed as a linear history of progress.The philosophy of language distinction between paroles and langues is seen as a methodological route out of these limitations.Taking the example of a currently widely discussed thesis on the connection between notions of societal progress and expectations of education, this paper shows how history can be understood as a struggle between the individual (transnational) langues for public dominance. The paper concludes by pointing out how historical knowledge is important for the theoretical discussion and for efficient school policy.

Canadian history education: Toward resolving a contemporary dilemma; Teaching history: A discussion of contemporary challenges

Bruno-Jofré, Rosa; Schiralli, Martin
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 135605 bytes; application/pdf
EN
Relevância na Pesquisa
46.07%
The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey's educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.

El código disciplinar de la historia escolar en España: algunas ideas para la explicación de la sociogénesis de una materia de enseñanza.; The disciplinary code of history education in Spain: some ideas for an explanation of the sociogenesis of teaching matter.

Cuesta, Raimundo
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 169871 bytes; application/pdf
ES
Relevância na Pesquisa
46.05%
This paper explains the heuristic potential of the concept of disciplinary code, when applied to the study of the sociological origins of History teaching in Spain. The disciplinary code of History as a subject - seen as an invented social tradition - began in the middle of the nineteenth century. Its main features - archaism, nationalism, elitism and rote learning - survived during the period of traditional-elitist education model, which lasted in Spain until the 1960s. It went through a revision process, more apparent than real, under the education reforms of 1970 and 1990, a period in which the technocratic mass education model prevailed. Traditional teaching styles continued while reforms were being implemented. They prevail with even greater strength today, reaffirmed by conservative education policies, which aim at a tighter control over the curriculum, by returning to the old norms of the disciplinary code.; Abstract also available in French and Spanish.

Responsabilidade pelo Mundo : utopias político-educacionais na formação de professores de História de São Paulo e Barcelona; Responsibility for the world : political and educational utopias in history teachers education (São Paulo and Barcelona)

Caroline Pacievitch
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 06/07/2012 PT
Relevância na Pesquisa
46.14%
A presença das utopias político-educacionais na formação de professores de História é o objeto de estudo desta investigação. Pretendo analisar teses de doutorado dedicadas ao tema e cotejá-las com testemunhos de docentes de História/Ciencias Sociales, a partir de casos da Província de Barcelona (Espanha) e do Estado de São Paulo (Brasil). Quatro questões mantêm o elo entre a literatura existente sobre formação de professores com problemas específicos dos docentes de História: a pequena quantidade de pesquisas voltadas à Licenciatura em História, formas pessoais de incorporar autores estrangeiros ao cotejar com a realidade brasileira, a presença de tendências reflexivas e práticas sobre a formação docente e o sentimento de esperança sobre o trabalho utópico transformador dos professores. Para o caso de Barcelona, apresentam-se oito teses sobre formação de professores de Historia/Ciencias Sociales de Enseñanza Secundaria entre 1991 e 2008. Para São Paulo, são nove, defendidas entre 1987 e 2008. Entrevistei três professores de Historia/Ciencias Sociales das cidades de Cerdanyola del Vallès e Granollers (Província de Barcelona) e cinco professores de História das cidades de Campinas, Hortolândia e São José dos Campos (Estado de São Paulo)...

History of Science in Science Education: the Case of Oersted’s Experiment

Valente, Mariana; Caldeira, Nazaré
Fonte: 4th International Conference of the European Society for the History of Science Publicador: 4th International Conference of the European Society for the History of Science
Tipo: Aula
POR
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In April 1820,Oersted gave a lecture, at the University of Copenhagen, on the connections between the phenomena of electricity, galvanism and magnetism. During this lecture something happened that put him on a path towards the clarification of his ideas. In July 1820, he published his findings in a paper written in Latin which he sent to various scientists in Europe. This experiment is regarded as being at the origin of the phenomena, and of the theory of electromagnetism. What happened? Some studies in the field of the History of Science and in Science Education provide us with elements to reflect on the matter (Andrade Martins, 1986, 2003, 2007; Heering, 2000; Kipnis, 2005; Jacobsen, 2006; Friedman, 2007; Brain, 2007, Cavicchi, 2008). How is this experiment treated in secondary school textbooks? Today, in Portugal, it is presented in passing and without even naming Oersted. Time acts on ideas, in science education, in a dispersive manner: we loose a great deal of their significance and sometimes we use ideas that were previous to the experiment as if they were a consequence of the same, as we will show. Why is it important, today, to recreate some historical experiments, in the context of science education? At a time where the discussion about the nature of science is very important...

History of Education and Literature: some ideas and notes; História da Educação e Literatura: algumas idéias e notas

Lopes, Eliane Marta Teixeira
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 22/09/2011 POR
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The literature may be a research source of Education History because it may show what the official sources haven’t been able to keep (sometimes the facts were incompatible to the official positions or even irrelevant). The literature may offer, to history, a representation of the humanity status in a specific moment and place. Habits, opinions, affection, disagreement, men, women, children. Private effects of the public happenings (those which are called historical).; A literatura pode ser uma fonte para a pesquisa em História da Educação, pois pode revelar aquilo que as fontes oficiais não cuidaram de guardar, seja por ser discordante, seja por ser considerado irrelevante. A literatura pode oferecer para a história uma representação do estado da humanidade num determinado tempo, num determinado lugar. Costumes, opiniões, afetos, desavenças, homens e mulheres, crianças, um e outro sexo ou gênero; efeitos privados dos acontecimentos públicos (que com mais propriedade se dizem históricos).Palavras-chave: História. História da Educação. História e Literatura.

Possible Uses of counterfactual thought experiments in History; Possible uses of counterfactual thought experiments in history

Maar, Alexander; University of Auckland, New Zealand; Capes Foundation, Ministry of Education of Brazil
Fonte: Federal University of Santa Catarina – UFSC Publicador: Federal University of Santa Catarina – UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 01/05/2014 ENG
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http://dx.doi.org/10.5007/1808-1711.2014v18n1p87 Counterfactual thought experiments in history have become increasingly popular in the last two decades, and a new and controversial branch of history has originated from their use: counterfactual history, also known as virtual history. Despite its popularity amongst the general public, most academic historians consider historical counterfactuals as having little epistemic value. This paper investigates three alleged uses of counterfactual thinking in historical explanations: (1) the claim that counterfactual thinking gives historians useful insights; (2) that it is a useful tool to evaluate an event’s causal significance; (3) that it shows much of history to be essentially ‘chaotic’. I argue that only (2) convincingly justifies the use of counterfactual thought experiments in history, as it allows historians to illustrate how they perceive events’ degrees of sensitivity to changes to their causal history, being an important part of providing a causal explanation.; http://dx.doi.org/10.5007/1808-1711.2014v18n1p87 Experimentos contrafactuais em história tornaram-se populares nas últimas duas décadas, dando origem a um novo e controverso ramo historiográfico: a história contrafactual...

On empirical research in the field of using history in mathematics education

Jankvist,Uffe Thomas
Fonte: Comité Latinoamericano de Matemática Educativa Publicador: Comité Latinoamericano de Matemática Educativa
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2009 EN
Relevância na Pesquisa
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This paper addresses the question of empirical research in the field of using history in Mathematics Education. More precisely, it focuses on what role empirical research may serve in the discussion of why to use history in mathematics education and how to do it. This is exemplified mainly by referring to two empirical research studies on the use of history in the Danish upper secondary mathematics program. Also it is illustrated how both the research design and research methodology of these two studies were dependant on the initial purpose of using history being concerned with history as a goal rather than history as a tool. Finally, perspectives are drawn on the possible benefits of increasing the amount of empirical research being done within the field of using history in mathematics education.