This paper discusses the potential of the creation and analysis of historical networks as didactic strategies in science education. To this end, we first argue the importance of combining critical approaches of the history of science with historical network research. This will be followed by a report of an empirical experiment in which the history of science high school students created historical networks of human and non-human objects using the ePistolarium platform in combination with other network visualization tools (Available at http://ckcc.huygens.knaw.nl/epistolarium/ . Accessed on November 20, 2018). Finally, following this empirical exploration, we will explain how the creation of historical networks are in line with academic recommendations in Brazil, encouraging the development of projects by students and also using historical collections and computational tools, interdisciplinary teaching methodologies and approaches that can support the formulation of reflective questions about science. Negotiations between small groups of students that shape their historical networks in combination with mediations by the teacher in plenary meetings are the main characteristics of this educational project. Networks were made from students’ observations, their research and their presentations. In successive meetings, the whole process was evaluated and the contribution of these historical networks to the history of science was discussed. Although we argue that historical networks can be a powerful instrument of collaborative learning, it will be demonstrated that their creation requires the supervision of teachers to prevent manipulations of historical data and biased interpretations hereof.

中文翻译：

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科学教育中的历史网络

本文讨论了创建和分析历史网络作为科学教育教学策略的潜力。为此，我们首先论证了将科学史的批判方法与历史网络研究相结合的重要性。接下来是一个实证实验的报告，其中科学史高中生使用 ePistolarium 平台结合其他网络可视化工具创建了人类和非人类物体的历史网络（可在 http://ckcc. huygens.knaw.nl/epistolarium/。2018 年 11 月 20 日访问）。最后，在这一实证探索之后，我们将解释历史网络的创建如何符合巴西的学术建议，鼓励学生开发项目，并使用历史收藏和计算工具、跨学科教学方法和方法，以支持制定有关科学的反思性问题。小组学生之间的谈判形成了他们的历史网络，结合教师在全体会议上的调解是这个教育项目的主要特征。网络是根据学生的观察、他们的研究和他们的演讲制作的。在连续的会议中，对整个过程进行了评估，并讨论了这些历史网络对科学史的贡献。虽然我们认为历史网络可以成为协作学习的强大工具，