Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aims shows that Scientific Literacy involves more than the domain of scientific theories and concepts, it shows that it is necessary to incorporate understanding about the Nature of Science, thus promoting the development of scientific skills in the classroom. The History of Science is an important component when trying to understand the Nature of Science. This study was carried out in a rural elementary school with 12-to-15-year-old students. It was developed through a collaborative activity which aimed at rewriting the classic Micrographia book written by Robert Hooke in 1665. It was tested if this activity improve the possibility to teach aspects about the History and Nature of Science by developing scientific competences. In order to rewrite the book, students were first introduced to the historical context in which Robert Hooke lived, demonstrating cultural and scientific aspects related to that historical period. In the next step, students explored their home and school environments using a microscope made by themselves, built with PET bottles and lenses obtained from CD / DVD players to unravel an invisible world in which they had not previously known. After these steps, students had to draw and describe the structures observed using the microscopes, where they collaboratively rewrote the classic book, creating a replica. The learning evidences were evaluated through a quantitative tool called the Historical Word Association Test (HWAT), which aims to evaluate the general view of students about the historical period and the sociocultural circumstances involved. The students who participated in the didactic activity showed improvement in the identification and retention of ideas associated to the history of the discovery of the microscopic world, comparing to students who did conventional activities. / O presente estudo busca mostrar que a Alfabetização Científica envolve mais do que o domínio das teorias científicas e conceitos, mostra que é preciso incorporar a compreensão sobre a Natureza da Ciência, assim promovendo o desenvolvimento de competências científicas em sala de aula. A História da Ciência é um componente importante para compreender a Natureza da Ciência. Este estudo realizou-se em uma escola rural de ensino fundamental, com estudantes entre 12 a 15 anos de idade, foi desenvolvido por meio de uma atividade colaborativa visando reescrever o livro clássico Micrographia, escrito por Robert Hooke, em 1665, testamos a hipótese de que com esta atividade é possível ensinar aspectos sobre a História e a Natureza da Ciência desenvolvendo competências científicas. Para reescrever o livro, primeiramente os alunos foram apresentados ao contexto histórico em que viveu Robert Hooke, demonstrando aspectos culturais e científicos relacionados ao período histórico. Na próxima etapa, os alunos exploraram o ambiente escolar e domiciliar utilizando um microscópio feito por eles mesmos, construído com garrafas PET e lentes obtidas em leitores de CD/DVD para desvendar um mundo invisível que até então não conheciam. Após estas etapas, os alunos tiveram que desenhar e descrever as estruturas observadas nos microscópios, de forma colaborativa reescreveram o livro clássico criando uma réplica. As evidências de aprendizagem foram avaliadas por meio de uma ferramenta quantitativa, denominada Teste de Associação de Palavra Histórica (TAPH), que visa avaliar a visão geral de estudantes sobre o período histórico e as circunstâncias socioculturais envolvidas. Os alunos que participaram da atividade didática mostraram melhoria na identificação e retenção de ideias associadas à história da descoberta do mundo microscópico, comparando com estudantes que fizeram atividades convencionais.

<p>This essay revolves around <em>Micrographia </em>written by the English 17th century experimental philosopher Robert Hooke and the way it mediated microscopic experience. The focus of this study is on one hand the strategies Hooke used to communicate experience and on the other the responses by some of Hooke’s contemporary readers. By comparing <em>Micrographia </em>to Henry Power’s <em>Experimental Philosophy</em>, we see that <em>Micrographia </em>uses images where the author is invisible and textual narrations with an explicit authorial voice to mediate experimental experience to his contemporaries. Samuel Pepys uses the mediated experiences to learn how to see through the microscope and to become more like the author in <em>Micrographia</em>, Margaret Cavendish does not trust the representational techniques of Hooke and the playwright Thomas Shadwell satirizes the gentleman virtuoso that constitutes the narrative voice in <em>Micrographia</em>. By the study of these three readers, I build on Peter Dears definition of a scientific text as having an inherent reference to an experimental situation. By seeing <em>Micrographia </em>as defined through the interactions between the author and the readers, we see that this reference, and therefore a text’s scientific status, is defined by a relation between author and reader based on trust. The reader has to trust both the author and the representational techniques used in the text. The appropriation of <em>Micrographia </em>by readers who do not possess this trust, results in the redefinition of <em>Micrographia </em>into other kinds of texts that fill different purposes defined by the readers. <em></em></p>

This essay revolves around Micrographia written by the English 17th century experimental philosopher Robert Hooke and the way it mediated microscopic experience. The focus of this study is on one hand the strategies Hooke used to communicate experience and on the other the responses by some of Hooke’s contemporary readers. By comparing Micrographia to Henry Power’s Experimental Philosophy, we see that Micrographia uses images where the author is invisible and textual narrations with an explicit authorial voice to mediate experimental experience to his contemporaries. Samuel Pepys uses the mediated experiences to learn how to see through the microscope and to become more like the author in Micrographia, Margaret Cavendish does not trust the representational techniques of Hooke and the playwright Thomas Shadwell satirizes the gentleman virtuoso that constitutes the narrative voice in Micrographia. By the study of these three readers, I build on Peter Dears definition of a scientific text as having an inherent reference to an experimental situation. By seeing Micrographia as defined through the interactions between the author and the readers, we see that this reference, and therefore a text’s scientific status, is defined by a relation between author and reader based on trust. The reader has to trust both the author and the representational techniques used in the text. The appropriation of Micrographia by readers who do not possess this trust, results in the redefinition of Micrographia into other kinds of texts that fill different purposes defined by the readers.

Parkinson’s disease causes among other symptoms also writing disorder. Parkinson's dysgrafia is disease the writing of parkinsonics. The aim of the work is to show the importance of examinig the parametres of Parkinson's dysgrafia and to find writing parametres, which could distinguish healthy subjects from the pacient and also it could monitoring progress of pakinson's disease. Some of the parametrs showed marked differences and therefore could distinguish healthy people from those with Parkinson’s disease.