A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science

• Published in: International journal of science and mathematics education Vol. 15; no. 7; pp. 1177 - 1194
• Main Authors: Maurício, Paulo, Valente, Bianor, Chagas, Isabel
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.10.2017; Springer; Springer Nature B.V
• Subjects: Action Research; Color; Constructivism (Learning); Education; Elementary School Teachers; Knowledge Level; Learning; Mathematics Education; Misconceptions; Philosophy; Philosophy of science; Preservice Teacher Education; Preservice Teachers; Pretests Posttests; Questionnaires; Science Education; Science History; Scientific Concepts; Scientific Principles; Sequential Learning; Student Evaluation; Teaching; Teaching Methods; Conceptual change; Teaching-learning sequence; Colour; History and philosophy of science; Pre-service elementary teachers
• ISSN: 1571-0068; 1573-1774
• DOI: 10.1007/s10763-016-9736-8

In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students’ knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions.