Why Should We Teach History of Science in Science Class? Contributions from the Critical Meaningful Learning Theory

Abstract

The historical approach has an established tradition in science teaching research. Even so, recent articles have pointed out the persistent need to clarify the pedagogical objectives of such proposals. Furthermore, various objections to the historical approach are still common in the field of science education. This work aims to discuss the potential and pedagogical care needed in didactic activities with a historical approach from the theoretical framework formed by the Critical Meaningful Learning Theory. In particular, we argue that, given the contemporary scenario, students must construct scientific knowledge and develop a critical posture of “anthropological distance” to act in the sense of articulating a more fair and habitable world. Throughout the work, we briefly present the presuppositions of the theory, discuss the potential of the historical approach in light of its principles, expose some methodological precautions, and, finally, respond to common objections to the historical approach.