Chemistry and Chemical Education through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context

Autor/inn/en	Souza, Karina Ap F. D.; Porto, Paulo Alves
Titel	Chemistry and Chemical Education through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context
Quelle	In: Science & Education, 21 (2012) 5, S.705-727 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-012-9442-z
Schlagwörter	Textbooks; Physics; Chemistry; Science Education; Foreign Countries; Universities; Higher Education; Visual Stimuli; Science History; Classification; Science Experiments; Graphs; Models; College Science; Brazil + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Physik; Chemie; Naturwissenschaftliche Bildung; Ausland; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; History of science; Wissenschaftsgeschichte; Classification system; Klassifikation; Klassifikationssystem; Grafische Darstellung; Analogiemodell; Brasilien
Abstract	Assuming that textbooks give literary expression to cultural and ideological values of a nation or group, we propose the analysis of chemistry textbooks used in Brazilian universities throughout the twentieth century. We analyzed iconographic and textual aspects of 31 textbooks which had significant diffusion in the context of Brazilian universities at that period. As a result of the iconographic analysis, nine categories of images were proposed: (1) laboratory and experimentation, (2) industry and production, (3) graphs and diagrams, (4) illustrations related to daily life, (5) models, (6) illustrations related to the history of science, (7) pictures or diagrams of animal, vegetable or mineral samples, (8) analogies and (9) concepts of physics. The distribution of images among the categories showed a different emphasis in the presentation of chemical content due to a commitment to different conceptions of chemistry over the period. So, we started with chemistry as an experimental science in the early twentieth century, with an emphasis change to the principles of chemistry from the 1950s, culminating in a chemistry of undeniable technological influence. Results showed that reflections not only on the history of science, but on the history of science education, may be useful for the improvement of science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10