Teaching science should be considered as science communication and the History of Science as a right tool for it. History of Science allows us to interpret, to identify and to know which events are responsible for the main accepted theories, the obstacles that troubled their appearance and development or which facts contributed to them. History also permits the identification of the concepts which permitted the transformation of a science, the construction of a new theory or the use of new methods and new conceptual instruments and the social context in which their development took place. Using the History of Science in the Secondary School may allow both, the educators to communicate science contextualizing the scientific issues, and the pupils to understand that science is not “one man’s work” and that the production of scientific knowledge is inserted in a social dynamics.
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