Abstract
The History of Biology teaching offers immense advantages in students’ success, this fact being supported by many authors. This study mainly aims to identify the knowledge of the sample students about the reproduction of living beings. A qualitative methodology and questionnaire were used to collect data. The sample consists of 18 students from a secondary school, in North Portugal. For comparison, the same questionnaire was applied to another class under the same conditions, to ascertain the effect of using History of Biology in the scientific literacy of students. This study gives the syllabus of reproduction and attaches importance to the history of biology. Opportunities for teachers to reflect on the possible uses of the History of Biology and to apply it in their teaching practice were considered necessary. The results proved satisfactory, confirming the advantage of using the History of Science in education. Key words: History of Science, Science Teaching, scientific literacy.
Highlights
The advancement of science, technological, economic, social and political changes driven by globalization led the current society to a new course with undefined consequences
The perspective of Duschl and Mathews is emphasized by Prestes and Caldeira, who synthesize the general character of the treatment of scientific curriculum after the 1950s (Mathews, 1994; Duschl, 1994): We consider fertile the approximation between the results found in the Duschl analysis and the perspective signaled by Michael Mathews that identifying two tendencies in the proposals of inclusion the History of Science in the scientific curriculum in the same period
It was found that the highest percentage of wrong answers is found in section i, 88.90% obtained by students in class A and 66.70% in class of 11° B (class B)
Summary
The advancement of science, technological, economic, social and political changes driven by globalization led the current society to a new course with undefined consequences. The designation of the information and knowledge society was generalized with the requirements that characterize it; the school is no longer the only way of learning and it exposes the unpreparedness of secondary school students to meet the challenges and requirements of the university education and the consequence of employing them in the labor market (Vasconcelos and Almeida, 2012). This is due to the contents and methodologies used in the European curricula, which give a little motivation to young people and discourage them to study science courses.
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