History of the teaching of atomic models: analysis of textbooks

Abstract

This article is a brief summary of the Master's Thesis in Didactics of Experimental Sciences from the Faculty of Biochemistry and Biological Sciences at the National University of the Littoral (UNL). The research, presented and approved in March 2016, was conducted by Professor Camila Ayelén Varisco, under the supervision of Dr. Héctor Santiago Odetti and the co-supervision of Biologist Adriana Ortolani, both from the Faculty of Biochemistry and Biological Sciences at UNL. The research stems from the student's teaching experience, specifically in addressing the topic of Atomic Models and utilizing the bibliography available in the library of Technical Education School No. 1 "General Francisco Ramírez" in the city of Paraná.

This thesis aims to identify the conceptions of science and scientific progress present in six textbooks covering the structure of matter, all of which are available in the aforementioned school's library. The methodology applied for the analysis resulted from the integration of Grounded Theory (Glaser and Strauss, 1967) and an adaptation of Leite's (2002) analytical dimensions for historical analysis in textbooks. The results obtained allowed us to conclude that, while a strong positivist influence still exists in the approach to atomic models in textbooks, over the years, these books have incorporated some historical aspects of science that allow for a more contextualized, social, and humanistic view of science. Thus, this thesis contributes to reflecting on the role of textbooks in the construction of critical and contextualized scientific literacy.

ARK CAICYT: https://id.caicyt.gov.ar/ark:/s23449683/qt0srvjy4