Teaching scientific explanations and theories from a methodological association of historical-philosophical structure and pedagogical goals

The role of History and Philosophy of Science for Science and Mathematics teaching has been a theme of several studies about a correlation of these three areas, particularly with the explicit relationship between history, philosophy and cognition. Our research is inserted in the context of development of theoretical references for the creation of instruments to improve the learning of concepts and theories in Science and Mathematics. We believe that such creation must be in a structured, articulated, and integrated mode for achieving analytical learning. Our first and main report involves identification and characterization of scientific models by historicalphilosophical reconstructions, which presupposes the overcoming of that modeling –a proto-theory– for obtaining a universal theory. As an exemplar of analysis and findings, we present an application to the study of Beta decay (first identification of nuclear weak interaction) addressed to undergraduate physics students or inservice teacher education. This exemplar illustrates some pedagogical results of the application of this proposal in a discipline for undergraduate students of a physics course at State University of Londrina, Parana, Brazil. The second part of our work brings a synthesis of findings in several researches, characterized in two axis of investigation: in partnership with graduate students of our research team, and on the scope of a graduate program in Science and Mathematics Education at the same university.