Study on the formation of colors in optics: possibilities from Historical Documentary Sources

• Autor(a) principal: Santos , Alessandra Marques Ferreira dos
• Data de Publicação: 2022
• Outros Autores: Alvim, Márcia Helena
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/86515
• topic: Science History; Historical Documentary Sources; Physics Teaching; História das Ciências; Fontes Documentais Históricas; Ensino de Física

In this article we will seek to analyze the didactic possibilities promoted by historical documentary sources for the formation of colors study in optics, through the analysis of historical documents, written texts and non-textual sources, such as: commented translation of primary and secondary sources referring to the historical period in analysis and non-textual productions, such as schemes and diagrams related to the theme. Our main objective would be: to investigate the contribution of Science History, using different historical sources, as a way of expanding the understanding of scientific knowledge and the development of Science. The research has a qualitative methodological, the data were analyzed from the theoretical framework proposed by Bardin, content analysis. In this way, we will start with the discussion of theoretical aspects related to the historical approach in science teaching, valuing the potential of historical documentary sources as didactic resources in scientific education, presenting the epistemological context of text production and experiences on the theme "New Theory on Science". Light and Colors” by Isaac Newton. After the theoretical discussion, we analyzed a didactic implementation, applied in a group of second year students of a public High School in the city of Osasco, about the learning perception promoted by the rescue of the History of Sciences. Among the results obtained, we highlight that a broader approach to the subject valuing the historicity of scientific knowledge can promote relevant, critical and reflective learning.