Abstract
Teachers find themselves faced with the challenge of developing their own didactic texts when they decide to use the history of science in the teaching. In order to investigate both historiographic principles prioritized and the dialogues established between the physics teachers and the results of research in science teaching, we conducted a qualitative study based on the analysis of educational products made by graduates of the Professional Masters. The results suggest that an exercise of epistemological surveillance is done by the teachers in trying to preserve in their texts the identification of the scientists involved, the devices used and the conclusions reached. The simplifications and constraints caused by the didactic transposition in this process express the complexity that permeates the inclusion of the historical approach to teaching.
Keywords:
History of Science; Historiography; Physics teaching