Gilbert Lewis and the Nature of Science: Reflections on the social construction of scientific knowledge from a Case Study

Abstract

Understanding the social construction of scientific knowledge, although important, is still left in the background in the context of science teaching. Studies in History and Philosophy of Science have proven to be a way to approach aspects of the Nature of Science (NOS) in the classroom. Therefore, in this research, our objective was to propose and validate a historical Case Study on Gilbert Lewis, in addition to evaluating the potential of this approach in learning aspects of the Nature of Science and investigating the previous conceptions of Basic Education students about scientists and the process of building scientific practice. Using a qualitative approach, we developed the application of the Case Study with students in the 2nd year of high school at a public school in Brasília – Brazil. We analyzed, through Discursive Textual Analysis, the data collection instruments, namely: the Draw a Scientist Test (DAST), questions adapted from the Views of the Nature of Science (VNOS) Questionnaires, as well as other questionnaires. In the Case Study we address a historical episode that explains the construction of the Shared Pairs Theory of 1923, in which we begin to better understand the formation of the Octet Rule and the various interpersonal relationships as interferences in scientific practice and the life of the scientist in question. The results show that, in general, the students initially presented a stereotypical view of scientists, with the presence of collective work or women in science being little evident. Regarding the aspects of NOS, it is evident that students, in general, began to see science from a sociocultural perspective, in addition to understanding that the construction of scientific knowledge does not occur in a linear manner, after discussing the Study of Historical case. In this way, we argue that the inclusion of history and philosophy of science in classes can humanize and bring students closer to science.