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