{"id":1824,"date":"2021-01-12T21:38:56","date_gmt":"2021-01-12T20:38:56","guid":{"rendered":"http:\/\/5.145.174.10\/~v2congreso\/?page_id=1824"},"modified":"2021-08-26T18:58:38","modified_gmt":"2021-08-26T16:58:38","slug":"linha-08-historia-e-natureza-da-ciencia","status":"publish","type":"page","link":"https:\/\/congresoenseciencias.org\/pt-pt\/linhas\/linha-08-historia-e-natureza-da-ciencia\/","title":{"rendered":"Linha 08. Hist\u00f3ria e natureza da ci\u00eancia"},"content":{"rendered":"<p>Implica\u00e7\u00f5es da natureza da ci\u00eancia, da hist\u00f3ria, da filosofia, da sociologia e da epistemologia na educa\u00e7\u00e3o em ci\u00eancias. O significado dos modelos e da modela\u00e7\u00e3o para a educa\u00e7\u00e3o em ci\u00eancias. A relev\u00e2ncia do uso de met\u00e1foras, analogias, simula\u00e7\u00f5es \u2026 na educa\u00e7\u00e3o cient\u00edfica.<\/p><div class=\"wpv-view-output\" data-toolset-views-view-editor=\"a1062b9222d9a51d110b185f47d7cd06\">\n<div class=\"wp-block-toolset-views-view-editor\"><div id=\"wpv-view-layout-1784\" class=\"js-wpv-view-layout js-wpv-layout-responsive js-wpv-view-layout-1784\" data-viewnumber=\"1784\" data-pagination=\"{&quot;id&quot;:1784,&quot;query&quot;:&quot;normal&quot;,&quot;type&quot;:&quot;disabled&quot;,&quot;effect&quot;:&quot;fade&quot;,&quot;duration&quot;:500,&quot;speed&quot;:5,&quot;pause_on_hover&quot;:&quot;disabled&quot;,&quot;stop_rollover&quot;:&quot;false&quot;,&quot;cache_pages&quot;:&quot;enabled&quot;,&quot;preload_images&quot;:&quot;enabled&quot;,&quot;preload_pages&quot;:&quot;enabled&quot;,&quot;preload_reach&quot;:1,&quot;spinner&quot;:&quot;builtin&quot;,&quot;spinner_image&quot;:&quot;https:\/\/congresoenseciencias.org\/wp-content\/plugins\/wp-views\/embedded\/res\/img\/ajax-loader.gif&quot;,&quot;callback_next&quot;:&quot;&quot;,&quot;manage_history&quot;:&quot;enabled&quot;,&quot;has_controls_in_form&quot;:&quot;disabled&quot;,&quot;infinite_tolerance&quot;:&quot;0&quot;,&quot;max_pages&quot;:0,&quot;page&quot;:1,&quot;base_permalink&quot;:&quot;\/pt-pt\/wp-json\/wp\/v2\/pages\/1824?wpv_view_count=1784&amp;wpv_paged=WPV_PAGE_NUM&quot;,&quot;loop&quot;:{&quot;type&quot;:&quot;&quot;,&quot;name&quot;:&quot;&quot;,&quot;data&quot;:[],&quot;id&quot;:0}}\" data-permalink=\"\/pt-pt\/wp-json\/wp\/v2\/pages\/1824?wpv_view_count=1784\">\n\n\t<h2>Simp\u00f3sios<\/h2>\n\t\n\t<ul id=\"lista-simposios\" class=\"wpv-loop js-wpv-loop\">\n\t\t<li class=\"box\"><h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/simposios\/historia-y-filosofia-de-la-ciencia-en-la-formacion-del-profesorado-experiencias-de-aula-y-perspectivas\/\">Historia y Filosof\u00eda de la Ciencia en la formaci\u00f3n del profesorado. Experiencias de aula y perspectivas<\/a><\/h3>\n<p>Mario Quintanilla Gatica<\/p><\/li><li class=\"box\"><h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/simposios\/la-ensenanza-de-la-naturaleza-de-la-ciencia-y-la-tecnologia-en-distintos-niveles-educativos\/\">La Ense\u00f1anza de la Naturaleza de la Ciencia y la Tecnolog\u00eda en distintos niveles educativos<\/a><\/h3>\n<p>Dami\u00e1n Lampert<\/p><\/li>\n\t<\/ul>\n\t\n<\/div><\/div>\n<\/div><div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div><div class=\"wpv-view-output\" data-toolset-views-view-editor=\"45f7a60338033b8c78282a85c8f3c7be\">\n<div class=\"wp-block-toolset-views-view-editor\"><div id=\"wpv-view-layout-1756\" class=\"js-wpv-view-layout js-wpv-layout-responsive js-wpv-view-layout-1756\" data-viewnumber=\"1756\" data-pagination=\"{&quot;id&quot;:1756,&quot;query&quot;:&quot;normal&quot;,&quot;type&quot;:&quot;disabled&quot;,&quot;effect&quot;:&quot;fade&quot;,&quot;duration&quot;:500,&quot;speed&quot;:5,&quot;pause_on_hover&quot;:&quot;disabled&quot;,&quot;stop_rollover&quot;:&quot;false&quot;,&quot;cache_pages&quot;:&quot;enabled&quot;,&quot;preload_images&quot;:&quot;enabled&quot;,&quot;preload_pages&quot;:&quot;enabled&quot;,&quot;preload_reach&quot;:1,&quot;spinner&quot;:&quot;builtin&quot;,&quot;spinner_image&quot;:&quot;https:\/\/congresoenseciencias.org\/wp-content\/plugins\/wp-views\/embedded\/res\/img\/ajax-loader.gif&quot;,&quot;callback_next&quot;:&quot;&quot;,&quot;manage_history&quot;:&quot;enabled&quot;,&quot;has_controls_in_form&quot;:&quot;disabled&quot;,&quot;infinite_tolerance&quot;:&quot;0&quot;,&quot;max_pages&quot;:0,&quot;page&quot;:1,&quot;base_permalink&quot;:&quot;\/pt-pt\/wp-json\/wp\/v2\/pages\/1824?wpv_view_count=1756&amp;wpv_paged=WPV_PAGE_NUM&quot;,&quot;loop&quot;:{&quot;type&quot;:&quot;&quot;,&quot;name&quot;:&quot;&quot;,&quot;data&quot;:[],&quot;id&quot;:0}}\" data-permalink=\"\/pt-pt\/wp-json\/wp\/v2\/pages\/1824?wpv_view_count=1756\">\n\n\t<h2>Comunica\u00e7\u00f5es<\/h2>\n\t\n\t<ul id=\"lista-comunicaciones\" class=\"wpv-loop js-wpv-loop\">\n\t\t<li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">2<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/influencia-de-variables-contextuales-en-estudiantes-chilenos-de-ciencias-de-la-educacion-basica\/\">Influencia de variables contextuales en estudiantes chilenos de ciencias de la educaci\u00f3n b\u00e1sica<\/a><\/h3>\n<p>Pedro Membiela Iglesia, Katerine Acosta Garc\u00eda<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">3<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/impacto-cognitivo-y-afectivo-de-una-propuesta-didactica-para-el-aprendizaje-de-las-ciencias-desde-la-optica-de-la-sostenibilidad-integral-en-educacion-primaria\/\">Impacto cognitivo y afectivo de una propuesta did\u00e1ctica para el aprendizaje de las ciencias desde la \u00f3ptica de la sostenibilidad integral en Educaci\u00f3n Primaria<\/a><\/h3>\n<p>Laura Salahange Gonz\u00e1lez, Jes\u00fas S\u00e1nchez Mart\u00edn, Mar\u00eda Antonia D\u00e1vila Acedo, Florentina Ca\u00f1ada Ca\u00f1ada<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">5<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/podcast-para-promover-emociones-positivas-y-activadoras-en-educacion-primaria-entrevistando-a-cientificas-e-ingenieras-en-el-aula\/\">P\u00f3dcast para promover emociones positivas y activadoras en Educaci\u00f3n Primaria: entrevistando a cient\u00edficas e ingenieras en el aula<\/a><\/h3>\n<p>Desir\u00e9e Garc\u00eda-Dur\u00e1n, Alicia Fern\u00e1ndez-Oliveras, Carolina Mart\u00edn-G\u00e1mez<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">6<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/hacia-una-generacion-azul-un-modelo-educativo-cientifico-para-fomentar-la-ciudadania-oceanica-en-el-ambito-escolar\/\">Hacia una Generaci\u00f3n Azul: Un Modelo Educativo Cient\u00edfico para Fomentar la Ciudadan\u00eda Oce\u00e1nica en el \u00c1mbito Escolar<\/a><\/h3>\n<p>Caroline Schio, Pedro Reis<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">9<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/propuesta-de-un-modelo-cientifico-escolar-volcanico-para-educacion-primaria\/\">Propuesta de un Modelo Cient\u00edfico Escolar Volc\u00e1nico para educaci\u00f3n primaria<\/a><\/h3>\n<p>Nicol\u00e1s Carrasco Sep\u00falveda, Nicol\u00e1s Fern\u00e1ndez Astudillo, Macarena Soto Alvarado<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">10<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/educacao-cientifica-contextualizada-e-inclusiva-para-estudantes-autistas\/\">Educa\u00e7\u00e3o cient\u00edfica contextualizada e inclusiva para estudantes autistas<\/a><\/h3>\n<p>Jos\u00e9 Paulo Dantas Azevedo, Carla Giovana Cabral<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">11<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/exigencias-del-ejercicio-profesional-para-la-ensenanza-de-las-ciencias-naturales-en-el-contexto-de-la-educacion-primaria-en-el-norte-de-chile\/\">Exigencias del ejercicio profesional para la ense\u00f1anza de las ciencias naturales en el contexto de la Educaci\u00f3n Primaria en el norte de Chile<\/a><\/h3>\n<p>Katherine Acosta Garc\u00eda, Eduardo Alexis Valdivia Oyarzo<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">12<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/reflexiones-sobre-el-desarrollo-del-pensamiento-critico-en-la-educacion-primaria-y-su-impacto-en-la-ciencia-escolar\/\">Reflexiones sobre el desarrollo del pensamiento cr\u00edtico en la Educaci\u00f3n Primaria y su impacto en la ciencia escolar<\/a><\/h3>\n<p>Ana de Echave Sanz, Carlos Rodr\u00edguez Casals, Jorge Pozuelo Mu\u00f1oz, Francisco Javier Ser\u00f3n Torrecilla, Mar\u00eda Esther Cascarosa Salillas<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">13<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/diseno-de-un-escenario-de-observacion-dentro-del-contexto-indagatorio-para-edu-cacion-primaria\/\">Dise\u00f1o de un escenario de observaci\u00f3n dentro del contexto indagatorio para Edu-caci\u00f3n Primaria<\/a><\/h3>\n<p>Paula Tuz\u00f3n Marco<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">14<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/que-sabemos-fase-de-deteccion-de-ideas-previas-en-los-proyectos-de-educacion-primaria\/\">\u00bfQu\u00e9 sabemos? Fase de detecci\u00f3n de ideas previas en los proyectos de educaci\u00f3n primaria.<\/a><\/h3>\n<p>Jessica Rodr\u00edguez Pi\u00f1eiro<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">16<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/ecosistemas-experiencia-didactica-de-un-juego-de-mesa-para-comprender-la-red-de-relaciones-entre-seres-vivos\/\">Ecosistemas: experiencia did\u00e1ctica de un juego de mesa para comprender la red de relaciones entre seres vivos<\/a><\/h3>\n<p>Laura Mart\u00edn Ferrer, Irma Darn\u00e9 Duque, Arnau Amat Vinyoles<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">17<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/convergencia-curricular-de-la-educacion-stem-y-steam-integrada-en-estudios-sobre-educacion-primaria-en-espana\/\">Convergencia curricular de la educaci\u00f3n STEM y STEAM integrada en estudios sobre Educaci\u00f3n Primaria en Espa\u00f1a<\/a><\/h3>\n<p>Jairo Ortiz-Revilla<\/p><\/li><li class=\"box\"><p class=\"tags\"><span class=\"tag\">NUM.<\/span><span class=\"tag num\">18<\/span><\/p>\n<h3><a href=\"https:\/\/congresoenseciencias.org\/pt-pt\/comunicaciones\/la-contribucion-de-colaboradores-y-visitas-educativas-como-una-posibilidad-de-impulso-al-capital-cientifico-analisis-de-actas-de-congresos-de-ciencias-en-educacion-infantil-y-primaria\/\">La contribuci\u00f3n de colaboradores y visitas educativas como una posibilidad de impulso al capital cient\u00edfico: an\u00e1lisis de actas de congresos de ciencias en Educaci\u00f3n Infantil y Primaria<\/a><\/h3>\n<p>M\u00f3nica da Silva Gallon, Conxita M\u00e1rquez Bargall\u00f3<\/p><\/li>\n\t<\/ul>\n\t\n\t\n<\/div><\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Implica\u00e7\u00f5es da natureza da ci\u00eancia, da hist\u00f3ria, da filosofia, da sociologia e da epistemologia na educa\u00e7\u00e3o em ci\u00eancias. O significado dos modelos e da modela\u00e7\u00e3o para a educa\u00e7\u00e3o em ci\u00eancias. A relev\u00e2ncia do uso de met\u00e1foras, analogias, simula\u00e7\u00f5es \u2026 na educa\u00e7\u00e3o cient\u00edfica.<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":1709,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"default","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-1824","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/pages\/1824","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/comments?post=1824"}],"version-history":[{"count":4,"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/pages\/1824\/revisions"}],"predecessor-version":[{"id":8728,"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/pages\/1824\/revisions\/8728"}],"up":[{"embeddable":true,"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/pages\/1709"}],"wp:attachment":[{"href":"https:\/\/congresoenseciencias.org\/pt-pt\/wp-json\/wp\/v2\/media?parent=1824"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}