<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Diana M.  Farías</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">image of science</style></keyword><keyword><style  face="normal" font="default" size="100%">narratives</style></keyword><keyword><style  face="normal" font="default" size="100%">scientists</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345586.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">50</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Farías, 2011). These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools’ accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary. It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">14-22</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Diana M.  Farías</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">image of science</style></keyword><keyword><style  face="normal" font="default" size="100%">narratives</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstracted.php?level=5&amp;icid=1025544</style></url></web-urls></urls><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Farías, 2011).
 These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools’ accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary.
 It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">14-22</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author><author><style face="normal" font="default" size="100%">Diana M.  Farías</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">POSSIBLE CONTRIBUTIONS OF CINEMA IN NATURAL SCIENCE EDUCATION TO UNDERSTAND HOW SCIENTISTS AND SCIENCE WORKS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science and scientist image</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific speech</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435629.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">37</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school. Cinema can help to show the presence of different influences in science as the importance of contexts, and to discuss about the presence of some stereotypes, and an idealized image of individual-male scientific work, a neutral science, the meaning of discovery among others. Some movies were analized to establish this possible contribution. In further, according to these results it is possible to compare some important elements of scientific discourse presented in cinema and this one in science school textbooks.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">18-28</style></section></record></records></xml>