Evolution of Ideas in Science

Scholar Year: 2017/2018 - 1S

Courses

Head Teacher Responsability Maria Leonor da Graça Saraiva Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Identify contemporary issues in science and technology.
Searches for and select relevant information using diverse sources.
Discusses ideas conveyed by different philosophical and sociological theories on scientific and mathematician thought.
Integrates several areas of scientific knowledge.
Reflects critically on the evolution of scientific knowledge and its social implications.
Addresses issues in an original and creative manner .
Communicate findings with scientific rigor.

Syllabus

1. Science and scientific culture and mathematics' literacies
1.1 The legitimacy of scientific knowledge: the demarcation between science and nonscience
1.2 Common sense and mythical knowledge (pseudoscience)
2. The construction of scientific knowledge
2.1 The origin of scientific theories: objectivity and subjectivity in science
2.2 Theory and experience in the construction of scientific explanations about the world
2.3 The "professionalization" of science:
2.3.1 – Basic science, applied science and technology development
2.3.2 The ethics of science. Norms and values in the scientific communities
3. Mathematical knowledge: from myth to actual practices
3.1 The Myth of Euclids
3.2 From certainty to the search of certainty
3.3 From certainty to fallibility
4. Ideologies and changes in science and society interactions
5. Science communication: the scientists, the media and the appreciation (or not) of scientific and technical knowledge.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The course aims to promote a sense of the value of science communication from the perspective of promoting scientific culture around the development of a multidimensional conception of science. So it will be presented issues and events that reveal the dynamics of mathematical, scientific and technological knowledge, illustrating the various tools and methods that scientists use to make science. Aiming to analyze the characteristics of scientific work through the influence of philosophical, social and ethical ideas in that kind of work were chosen some concrete examples. These exemplar episodes are narrated in the history of some remarkable scientific discoveries and inventions. Furthermore, it seeks to give students a greater scientific culture that contributes to the appreciation of the “good” and “bad” uses of science and technology, and enable them to critically appraise scientific activity as a human activity that is worth disseminating to society.

Teaching methodologies

Teaching methodologies are focused on the analysis of relevant and controversial ideas and perspectives on the
construction of scientific knowledge. Learning situations: a) Documental research, b) Analysis and interpretation of scientific and technical papers; c) Development of critical comments in electronic, paper or multimedia, d) Discussion of topics proposed for discussion by students and teacher; e) Argumentation about issues and scientific and mathematical controversies; f) Performing tasks in digital and multimedia formats; g) Communication through the interactive platform; h) Participation in visits, seminars, conferences, exhibitions, debates on STS issues.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Teaching methodologies focus on student activity, taking into account the development of scientific literacy, not only seen as the appropriation of basic scientific concepts but also the acquisition of tools of critical analysis about the reality that facilitate citizen intervention. The focus is on achieving practical through discussion of STS issues showing the construction of scientific and technological knowledge and the interactions they establish with society. The diversity of sources and processes of documentary research, and discussion of topics in online forums and / or through simulation with roleplaying, constitute powerful methodological tools to achieve the goals set out.

Assessment methodologies and evidences

Assessment is continuous and focuses on the processes and products of student work. The classification is obtained by the following relative weights: 50% individual work; 40% group work; 10% individual participation.

Bibliography

Bryson, B. (2004). Breve história de quase tudo. Lisboa: Quetzal Editores.
Caldas, Alexandre C. et al (2007). Despertar para a ciência. Novos ciclos de conferências. Lisboa: Gradiva.
Chaitin, G. (2003). Conversas com um matemático: Matemática, arte, ciência e os limites da razão. Lisboa: Gradiva.
Davis, P., & Hersh, R. (1997). O sonho de Descartes: O mundo segundo a matemática. Lisboa: Difusão Cultural.
Fiolhais, C. (2002). A coisa mais preciosa que temos. Col. Ciência Aberta, nº 120. Lisboa: Gradiva.
Gil, F. (coord.) (1999). A Ciência tal qual se faz. Lisboa: MCT/Ed. Sá da Costa.
Guillen, M. (1987). Pontes para o infinito: O lado humano das matemáticas. Lisboa: Gradiva.
Kline, M. (1989). Mathématiques: La fin de la certitude. Paris: Christian Bourgois Éditeur.
Lago, T. et al (2005). Despertar para a ciência. As conferências de 2003. Lisboa: Gradiva.
Stewart, I. (2003). Os números da natureza. Lisboa:Temas e Debates.