Science and Religion: Possibilities for Teaching Physics with a Historical and Epistemological Bias in a Context of Introduction of Quantum Physics in High School

• Autor(a) principal: Hoernig, André Felipe
• Data de Publicação: 2022
• Outros Autores: Massoni, Neusa Teresinha, Hadjimichef, Dimiter
• 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/82711
• topic: Ciência e Religião; Ensino de Física; Religiosidade; Ensino de Física Quântica; Science and Religion; Physics Teaching; Religiosity; Quantum Physics Teaching

With this text we bring some empirical results about opinions of high school students about the relationship between science and religion, as well as some activities that were conducted in a Master’s degree research in Physics Teaching, to address this relationship in the classroom. The purpose of this article is to present possibilities for the Teaching of Physics with a Historical and Epistemological bias that deals with the relationship between Science and Religion. To this end, it is showed data collected from high school students, about how they relate science and religion, before a didactic intervention (Study 1, N=291) and after a didactic intervention that approached the subject in a secondary way, which emphasis was on the introduction of Quantum Physics with a historical bias (Study 2, N=34). We look at whether students believe scientists (any scientists for Study 1 and scientists behind the development of Quantum for Study 2) could express some faith, and we categorize the answers, noting that these answers can be related to categories identified in literature. With the execution of a Quantum Physics Didactic Module with a historical bias, in which one of the proposals was to deal with how the religiosity of scientists does not disturb their academic activity, it was possible to observe that there was indication of learning of the physical content and an approximation of the students with a dialogue perspective between science and religiosity.