Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen case
This paper presents a study of the film Copenhagen, based on a multidimensional approach resulting from the combination of didactics of science, bioethics and film narratives strategies, with the contribution of psychol-ogy, making use of a clinical–analytical model from a critical perspective. The...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Asociación de Profesores de Física de Argentina
2018-06-01
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| Series: | Revista de Enseñanza de la Física |
| Subjects: | |
| Online Access: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20316 |
| _version_ | 1797330361703727104 |
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| author | Irene Cambra–Badii Juan Jorge Michel–Fariña María Gabriela Lorenzo |
| author_facet | Irene Cambra–Badii Juan Jorge Michel–Fariña María Gabriela Lorenzo |
| author_sort | Irene Cambra–Badii |
| collection | DOAJ |
| description | This paper presents a study of the film Copenhagen, based on a multidimensional approach resulting from the combination of didactics of science, bioethics and film narratives strategies, with the contribution of psychol-ogy, making use of a clinical–analytical model from a critical perspective. The film narratives have proven to be an excellent resource to address the problem of the nature of science, since it allows us to approach different dilemmatic situations in the field of knowledge. Taking as a starting point the case of nuclear development during the Second World War and other issues of scientific activity, such as scientific language, the different roles within the scientific structure (such as research directors, fellows, participation of women in the projects) and the knowledge construction processes, a reflection is put forward about the possible consequences of scientific research on people’s daily life and the limits in the use of knowledge and the products of science by scientists and other social actors. In this way, a renewed analysis of the scientific activity is offered by the cinematographic narrative, which opens new possibilities for thought and teaching science. |
| first_indexed | 2024-03-08T07:18:47Z |
| format | Article |
| id | doaj.art-c0c8e8885fd242219d0d1d0df53f0e68 |
| institution | Directory Open Access Journal |
| issn | 0326-7091 2250-6101 |
| language | English |
| last_indexed | 2024-03-08T07:18:47Z |
| publishDate | 2018-06-01 |
| publisher | Asociación de Profesores de Física de Argentina |
| record_format | Article |
| series | Revista de Enseñanza de la Física |
| spelling | doaj.art-c0c8e8885fd242219d0d1d0df53f0e682024-02-03T00:09:21ZengAsociación de Profesores de Física de ArgentinaRevista de Enseñanza de la Física0326-70912250-61012018-06-0130192417053Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen caseIrene Cambra–BadiiJuan Jorge Michel–FariñaMaría Gabriela LorenzoThis paper presents a study of the film Copenhagen, based on a multidimensional approach resulting from the combination of didactics of science, bioethics and film narratives strategies, with the contribution of psychol-ogy, making use of a clinical–analytical model from a critical perspective. The film narratives have proven to be an excellent resource to address the problem of the nature of science, since it allows us to approach different dilemmatic situations in the field of knowledge. Taking as a starting point the case of nuclear development during the Second World War and other issues of scientific activity, such as scientific language, the different roles within the scientific structure (such as research directors, fellows, participation of women in the projects) and the knowledge construction processes, a reflection is put forward about the possible consequences of scientific research on people’s daily life and the limits in the use of knowledge and the products of science by scientists and other social actors. In this way, a renewed analysis of the scientific activity is offered by the cinematographic narrative, which opens new possibilities for thought and teaching science.https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20316CineNaturaleza de la cienciaEnseñanza de la cienciaFormación de profesoresCopenhagen. |
| spellingShingle | Irene Cambra–Badii Juan Jorge Michel–Fariña María Gabriela Lorenzo Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen case Revista de Enseñanza de la Física Cine Naturaleza de la ciencia Enseñanza de la ciencia Formación de profesores Copenhagen. |
| title | Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen case |
| title_full | Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen case |
| title_fullStr | Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen case |
| title_full_unstemmed | Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen case |
| title_short | Contributions of cinema and Psychology in Physics and other natural sciences education. The Copenhagen case |
| title_sort | contributions of cinema and psychology in physics and other natural sciences education the copenhagen case |
| topic | Cine Naturaleza de la ciencia Enseñanza de la ciencia Formación de profesores Copenhagen. |
| url | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20316 |
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