Limites e possibilidades da inserção de discussões epistemológicas no laboratório didático na perspectiva de licenciandos de Física da Universidade Federal de Goiás

• Autor(a) principal: Macedo, Sabrinna Aparecida Rezende
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000007wcz
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/3474
• topic: Laboratório didático; Experimentação; História e filosofia da ciência; Epistemologia; Didactic Laboratory; Experiments; History and philosophy of science; Epistemology; EDUCACAO::FUNDAMENTOS DA EDUCACAO

This paper aims to identifying possibilities and limits of entering epistemological discussions in class Laboratory Didactic a Graduate from the concepts presented by the undergraduate in Degree in Physics offered by the Federal University of Goiás (IF-UFG) - Goiânia campus. And defends the idea that future physics teachers have two training needs essential for the consolidation of a personality epistemological: experimentation and discussion about the History and Philosophy of Science (HFC). We also support the Historical Epistemology of Gaston Bachelard provides important elements for addressing these needs. The research presents three distinct moments in the construction of data: before performing the modified classes (using a structured questionnaire); while conducting classes (registering them in field notes and collecting experimental reports of undergraduates), and after performing them (through semi-structured interviews). Small modifications in the structures of 04 (four) classes within the discipline "Physics Laboratory I" sought proximity to the proposed methodology Didactic Laboratory study that presented by the Laboratory of type Epistemological by introducing elements of History and Philosophy of Science (HFCs) from a perspective Bachelard. As a guideline classes use the concept of force. We noticed that the concepts presented by undergraduates before and after the implementation of lessons reinforced the definition of Didactic Laboratory as a Laboratory Traditional and longing for new methodologies demonstrated in experimental classes. We conclude by the end of the survey, which you can enter in epistemological discussions Didactic Laboratory, however, this discussion would be better enhanced if have enlarged class time (one of the limits listed by undergraduates) and if we had the chance to put more features Laboratory epistemological, excluding other Traditional Laboratory