Desafios da História da física na sala de aula: sequência didática, caderno de campo e uma leitura das concepções docentes e discente

• Autor(a) principal: Souza, Rafaelle da Silva
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3571
• topic: Ensino de Física; Sequência didática; História da Física; Physics teaching; Didactic sequence; EDUCACAO::ENSINO-APRENDIZAGEM

The approach to elements from the History and Philosophy of Science for a better understanding of the Nature of Science has been widely focused on by research aiming at improvements in the teaching and learning of physics. Research in the field of integrating these areas of knowledge comprises a series of obstacles and parameters that include: teacher training, historiographical quality of the material to be used, educational policy, school culture and infrastructure, etc. In order to overcome potential obstacles, and adopting the parameters assumed by the area, this work aimed at developing material with a historical approach on the episode of the quest for mechanical equivalent of heat, included in the content of conservation of energy, in order to understand the challenges that arise when implementing an activity based on the history of science in the classroom, from the perspective of the teacher in practice. The research was conducted under the framework of pedagogical research, so that the class teacher is responsible for all stages of the process, right from the preparation of the material. Therefore, we sought to bring together both theoretical and practical elements involved in using the History of Science in the classroom as a means to enable the understanding of the advantages, limitations and difficulties, as well as the possible ways to resolve such impasses for an effective implementation. It was noticed that the insertion of the History of Science was hindered by the lack of student motivation towards the culture brought on by the historical approach, thereby requiring the inclusion of guiding teaching activities to establish an environment of discussion for the development of argumentative skills as recommended by official documents. From the point of view of the alleged contribution of the historical approach to teaching, it is possible observe that the existence of supplementary reading activities is essential for greater interaction with students. Otherwise, the know ledge of the content may be constructed through solely a historical bias, instead of the focusing on physics per se, without proper questioning.