Analysis of categories on the History of Science in a 9th grade Science book

Abstract

We understand that Science teaching, when approaching the History of Science (HC), facilitates the construction and production of meanings about scientific knowledge. The objective of this research was to identify which aspects of HC are present in a collection of Science textbooks from the final years of elementary school, specifically in the 9th year textbook (LD), after the implementation of the BNCC. A content analysis of five categories was carried out on of the HC identified in a textbook from the 9th year of Elementary School, namely “science as a human construction”, “transiency of scientific theories”, “scientific controversies”, “image of science”, “image of a scientist”. In this case, it was possible to identify the presence of HC significantly in textbooks after the BNCC, however, the information about HC present in textbooks is insufficient, making it necessary for teachers to complement historical studies with other teaching materials. Finally, carrying out this work enabled a greater understanding of LD and the insertion of HC in science teaching in the classroom in order to contribute to the construction of scientific knowledge on the part of students.