The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching

Detalhes bibliográficos
Autor(a) principal: Garcia, João Otavio
Data de Publicação: 2019
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/2175-7941.2019v36n3p660
Resumo: In this paper, it is argued that imagination is configured as an active heuristic resource in the social and historical  construction of scientific knowledge processes and that can be used, for example, in development mental experiments. These experiments serve as tools that contribute to the scientific development, especially when they are used considering the imagination as a resource that will guide the possible changes that a conjecture may suffer, throughout its development. It is also explored the importance of treating the role of imagination in scientific activity in science teaching using a specific historical episode – called "The Feynman Dish" – in order to consider this a useful way to minimize the empiricist conception scientific activity, intending to foster teaching in and about science.
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spelling The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science TeachingA imaginação como recurso heurístico na construção do conhecimento científico e algumas implicações para o ensino de ciênciasIn this paper, it is argued that imagination is configured as an active heuristic resource in the social and historical  construction of scientific knowledge processes and that can be used, for example, in development mental experiments. These experiments serve as tools that contribute to the scientific development, especially when they are used considering the imagination as a resource that will guide the possible changes that a conjecture may suffer, throughout its development. It is also explored the importance of treating the role of imagination in scientific activity in science teaching using a specific historical episode – called "The Feynman Dish" – in order to consider this a useful way to minimize the empiricist conception scientific activity, intending to foster teaching in and about science.Discute-se, neste artigo, que a imaginação configura-se como um recurso heurístico ativo nos processos sociais e históricos de construção do conhecimento científico, podendo ser utilizada, por exemplo, no desenvolvimento de experimentos mentais. Tais experimentos servem como ferramentas que contribuem para o desenvolvimento científico, principalmente ao serem empregados, considerando-se a imaginação como recurso que guiará as possíveis alterações que uma conjectura poderá sofrer, ao longo de seu desenvolvimento. Explora-se, ainda, a importância de tratar o papel da imaginação na atividade científica no ensino de ciências, utilizando um episódio histórico específico – alcunhado de “O prato de Feynman” – de modo a considerar esta uma forma profícua de dirimir a concepção empiricista pura da atividade científica, tencionando fomentar um ensino em e sobre ciência.Imprensa Universitária - UFSC2019-12-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2019v36n3p66010.5007/2175-7941.2019v36n3p660Caderno Brasileiro de Ensino de Física; v. 36 n. 3 (2019); 660-6742175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2019v36n3p660/42064Copyright (c) 2019 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessGarcia, João Otavio2019-12-06T19:08:37Zoai:periodicos.ufsc.br:article/60441Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2019-12-06T19:08:37Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
A imaginação como recurso heurístico na construção do conhecimento científico e algumas implicações para o ensino de ciências
title The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
spellingShingle The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
Garcia, João Otavio
title_short The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
title_full The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
title_fullStr The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
title_full_unstemmed The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
title_sort The imagination as heuristic resource in the construction of scientific knowledge and some implications for Science Teaching
author Garcia, João Otavio
author_facet Garcia, João Otavio
author_role author
dc.contributor.author.fl_str_mv Garcia, João Otavio
description In this paper, it is argued that imagination is configured as an active heuristic resource in the social and historical  construction of scientific knowledge processes and that can be used, for example, in development mental experiments. These experiments serve as tools that contribute to the scientific development, especially when they are used considering the imagination as a resource that will guide the possible changes that a conjecture may suffer, throughout its development. It is also explored the importance of treating the role of imagination in scientific activity in science teaching using a specific historical episode – called "The Feynman Dish" – in order to consider this a useful way to minimize the empiricist conception scientific activity, intending to foster teaching in and about science.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2019v36n3p660
10.5007/2175-7941.2019v36n3p660
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2019v36n3p660
identifier_str_mv 10.5007/2175-7941.2019v36n3p660
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2019v36n3p660/42064
dc.rights.driver.fl_str_mv Copyright (c) 2019 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Caderno Brasileiro de Ensino de Física
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 36 n. 3 (2019); 660-674
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
collection Caderno Brasileiro de Ensino de Física (Online)
repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com
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