| dc.description.abstract | The literature in the area of science education manifests the concern to approach sciences beyond
a body of information (scientific contents), discussing in the classroom, also, characteristics
related to doing science. That is, how science is produced, validated and communicated, in
addition to its epistemological particularities, that is, the knowledge about science (metascientific
contents). In particular, the biological evolution educaton is still the scene of many obstacles and
controversies, which involve teachers and students and are related with difficulties in addressing
this issue. Some of these are related to the lack of understanding of concepts of the theory itself,
as well as to poorly elaborated conceptions of the historical process of its production, among
other aspects. Assuming that knowing about the contexts of production of the biological
evolution theory contributes to developing more informed understandings of the epistemological
nature, we investigate the field diaries of Charles Robert Darwin (1809-1882) in order to identify
elements that may contribute to discussions of metascientific contents in evolution classes. The
diaries were written during the voyage aboard the HMS Beagle (1831-1836) and have a high
frequency of reports of observations and geological discussions. This material is available on the
Darwin Online platform. From reading the diaries and Darwin's autobiography as primary
sources, and the help of secondary sources, we were able to compose the scenarios of the
episodes experienced by the young naturalist while writing in his notebooks. Elements with the
potential to promote discussions about metascientific contents were identified, in particular:
observations, related to scientific activities on field; observations informed by theory,
highlighting a more subject-centered aspect and how he articulates his ideas with those of the
scientific community; collective production of science, highlighting the collective character of
scientific production and contextualizing Darwin temporally and geographically; elaboration of
hypotheses, related to the exercise of reflecting on his ideas, the theories of his days and his
observations in the field; and scientist training, broader element present in all diaries evidenced
by the training Darwin had prior to embarking on the Beagle, which is fundamental to his
performance as a naturalist. In our analysis, we seek dialogue between these elements and the
Family Resemblance and Themes and Issues approaches of the nature of the sciences present in
the literature of science teaching research area. In this way, we intend to contribute doubly to the
teaching of evolution, both for an understanding of aspects of the theory itself, and for a better
informed understanding of science and its development, both in basic education - particularly in
high school - and in teachers training. | |
