Abstract
There is an agreement in Brazilian and international science teaching community concerning the relevance of teaching history and nature of science notions at schools (Martins, 1990; Matthews, 1994). The nature of science is part of national curricula in many countries. However, curricular recommendations are usually vague. For instance, Brazilian National Standards emphasizes the social and cultural contextualization as necessary and point some abilities to be developed in physics teaching:
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Prof. Dr. Cibelle Celestino Silva
Institute of Physics of Sao Carlos, University of Sao Paulo
Brazil
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Silva, C.C. (2011). Which HPS do/should Textbooks Refer to? The Historical Debate on the Nature of Electrical Fluids. In: Kokkotas, P.V., Malamitsa, K.S., Rizaki, A.A. (eds) Adapting Historical Knowledge Production to the Classroom. SensePublishers. https://doi.org/10.1007/978-94-6091-349-5_15
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DOI: https://doi.org/10.1007/978-94-6091-349-5_15
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