| Autor: |
Bruno Belhoste |
| Jazyk: |
English<br />Spanish; Castilian<br />Portuguese |
| Rok vydání: |
2012 |
| Předmět: |
|
| Zdroj: |
Revista Brasileira de História da Educação, Vol 11, Iss 3 [27], Pp 47-61 (2012) |
| Druh dokumentu: |
article |
| ISSN: |
2238-0094 |
| Popis: |
This paper deals with the relationship between science and education in historiography, questioning the separation between the two activities, and highlighting the role of education to scientific activity. First, it distinguishes the largely accepted needs of historical contextualization from the epistemological problem, related to the place of history education in the history of science. It defends that the history of science education is not foreign to the history of science. It criticizes Chevallard’s notion of didactic transposition for reinforcing the gap between scientific knowledge and teaching knowledge. Finally, it argues that the sciences are in permanent reconstruction and that scientific knowledge is not tied to socio-cultural contexts from which it emerged. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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