| Summary: | The integration of the History of Science in the approach of the human circulatory system in articulation with activities of metacognitive reflection characterizes a pedagogical intervention implemented and evaluated with a group of 22 students, in the curricular component Human Anatomy of a Degree in Biological Sciences. The research carried out here focuses on the analysis of the impact from History of Science educational integration on the (re)construction of students’ conceptions about scientist’ image. This analysis was based on the use of two research tools, learning activities and interview guide of the focus groups, and the students' answers to the questions contained in these instruments were evaluated through content analysis. The comparison between the conceptions supported by the students, in the moments before teaching and post-teaching, in association with the focus group interviews analysis, indicated that the pedagogical intervention strategy contributed globally to the (re)construction of scientist’ image.
|
|---|