Made available in DSpace on 2015-09-25T12:18:33Z (GMT). No. of bitstreams: 1 FLAVIANNE ALEXANDRE MONTEIRO.pdf: 1176070 bytes, checksum: 2ca4b3933a92fde3d5ab51a12399bfd5 (MD5) Previous issue date: 2011-04-08 / Much research argues that the History and Philosophy of Science (HPS) can help students to learn about the process of science. To reach this goal, some aspects of the scientific knowledge must be emphasized or to be explored explicitly to show how science is a complex activity. In this sense, scientific controversies present many aspects to be explored. In this work, we choose a historical episode about X-ray and radioactivity to teach students about the process of scientific inquiry. This episode presents a controversy about the nature of the X-ray and about the priority of the discovery of the radioactivity. We used three steps to introduce the ideas about the episode and about the science in classroom: a hands-on activity and two classes exploring the historical episode by texts. The results show that the use historical material must be carefully prepared to reach the goal of explicit the process of scientific inquiry or the historical episode can be misunderstood. / Pesquisas na área de Ensino de Ciências argumentam que a História e a Filosofia da Ciência (HFC) podem ajudar os estudantes a entenderem como se dá o processo de aquisição do conhecimento científico. Para atingir este objetivo, o processo do conhecimento científico deve ser enfatizado ou explorado explicitamente de forma a mostrar como a ciência é uma atividade complexa. Neste sentido, controvérsias científicas apresentam muitos aspectos a serem explorados. Neste trabalho, escolhemos um episódio histórico sobre raios-X e radioatividade para ensinar os estudantes sobre o processo de aquisição do conhecimento científico. O episódio escolhido apresenta tanto uma controvérsia do ponto de vista conceitual, já que discute os problemas sobre a natureza dos raios-X; quanto sobre o processo científico, já que também discute sobre a prioridade na descoberta da radioatividade. A intervenção constou de três passos para a introdução das ideias sobre o episódio histórico e sobre a ciência: uma dinâmica que simulava o processo da ciência e duas aulas em que foram discutidos textos sobre os episódios históricos. Os resultados mostraram que a elaboração de textos sobre episódios históricos é um processo desafiador e deve ser tomado com extremo cuidado ao explicitar a ciência, caso contrário pode levar a uma distorção tanto da história quanto da complexidade do conhecimento científico.

What could it mean to be a physicist specialized in radioactivity in the early 20th century Vienna? More specifically, what could it mean to be a woman experimenter in radioactivity during that time? This dissertation focuses on the lived experiences of the women experimenters of the <i>Institut für Radiumforschung</i> in Vienna between 1910 and 1938. As one of three leading European Institutes specializing in radioactivity, the Institute had a very strong staff. At a time when there were few women in physics, one third of the Institute's researchers were women. Furthermore, they were not just technicians but were independent researchers who published at about the same rate as their male colleagues. This study accounts for the exceptional constellation of factors that contributed to the unique position of women in Vienna as active experimenters. Three main threads structure this study. One is the role of the civic culture of Vienna and the spatial arrangements specific to the <i>Mediziner-Viertel</i> in establishing the context of the intellectual work of the physicists. A second concerns the ways the Institute's architecture helped to define the scientific activity in its laboratories and to establish the gendered identities of the physicists it housed. The third examines how the social conditions of the Institute influenced the deployment of instrumentation and experimental procedures especially during the Cambridge-Vienna controversy of the 1920s. These threads are unified by their relation to the changing political context during the three contrasting periods in which the story unfolds: a) from the end of the 19th century to the end of the First World War, when new movements, including feminism, Social Democracy, and Christian Socialism, shaped the Viennese political scene, b) the period of Red Vienna, 1919 to 1934, when Social Democrats had control of the City of Vienna, and c) the period from 1934 to the <i>Anschluss</i> in 1938, during which fascists and Nazis seized power in Austria. As I show, the careers of the Institute's women were shaped in good part by the shifting meanings, and the politics, that attached to being a "woman experimenter" in Vienna from 1910 to the beginning of the Second World War. / Ph. D.