Teaching Proposal for the Use of History of Science in Teaching the First Principle of Thermodynamics in Secondary School
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Abstract
The use of historical resources in teaching science subjects is widely recommended in both Basic, Secondary, and High Education. This happens because it is used for motivate students and to show science as a human activity, allowing to work with contents of the nature of science. However, this resource is not effective if it is not used with a reflective approach.
In this paper, we develop a didactic proposal in which it is shown how the historical development of the First Principle of Thermodynamics, proposed in the curriculum of Secondary Education, can help students to understand these abstract scientific concepts of great difficulty for them. History of Science is a good resource to incite cognitive conflicts that help to change the alternative conceptions of students by others closer to what is accepted by the scientific community. In addition, it helps students to develop the curricular competences. Finally, through the historical development of scientific concepts, students will be able to know, in an interdisciplinary way, the importance of scientific work throughout history. This will also highlight the relation between this other subjects, such as history and philosophy, thus enhancing its capacity to reflect and think critically.