Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:03Z No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-18T17:13:12Z (GMT) No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Made available in DSpace on 2015-12-18T17:13:12Z (GMT). No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) Previous issue date: 2014-07-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Durante as ?ltimas d?cadas a ?rea de ensino de ci?ncias tem discutido quest?es relativas ? inser??o da hist?ria e da filosofia da ci?ncia (HFC) no ensino. Dentre os argumentos apresentados em defesa dessa abordagem aponta-se a poss?vel contribui??o ? aprendizagem de conte?dos cient?ficos e ? compreens?o de aspectos relativos ? natureza da ci?ncia (NdC). Apesar de tais considera??es, ainda temos um n?mero muito reduzido de trabalhos de pesquisa relatando resultados de interven??es pr?ticas que se utilizam da abordagem hist?rica, al?m disso, h? car?ncia de materiais did?ticos nessa perspectiva. Nosso trabalho procurou contribuir com a ?rea no que se refere a esses dois aspectos: de um lado, com a produ??o de material did?tico, ao elaborarmos textos sobre a hist?ria da in?rcia para alunos da gradua??o. De outro lado, procuramos investigar se os argumentos mencionados acima em rela??o ao uso did?tico da HFC se sustentam, em um contexto particular. Elaboramos e aplicamos uma sequ?ncia did?tica, utilizando os textos que constru?mos, para ensinar o conceito de in?rcia e discutir conte?dos selecionados de NdC. A sequ?ncia did?tica foi aplicada em duas turmas da gradua??o, uma do curso de geof?sica bacharelado e outra do curso de f?sica licenciatura, ambas da Universidade Federal do Rio Grande do Norte (UFRN). Um question?rio inicial mostrou que os estudantes, mesmo havendo abordado o conceito de in?rcia na educa??o b?sica, apresentavam concep??es de senso comum no tocante ? rela??o entre for?a e movimento. O question?rio tamb?m nos permitiu identificar a exist?ncia de elementos de concep??es consideradas inadequadas quanto ? NdC. Ao final, nossos dados evidenciaram um n?mero maior de acertos nas quest?es relativas ao conceito de in?rcia. No que se refere aos aspectos de NdC, pudemos identificar, em alguns poucos casos, um movimento no sentido de aproxima??o a uma vis?o mais adequada, no entanto, determinadas distor??es persistiram, evidenciando limita??es da abordagem utilizada. / During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used