The use of history of science on physics teaching as a social representation from pre-service teachers

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Abstract
In this work we used the Social Representation theory and one of its methods for investigating social representations of a group of undergrad physics students (N = 77), taking teaching credential, regarding the usage of History of Science as teaching strategy. Our empirical data showed a social representation with a nucleus consisting of elements from History of Science more as a contextualization tool and pragmatics science products than as a human process. The lack of a representation of science as process point out the need of rethinking the undergrad curriculum in order to expand students views on the nature of science.