Made available in DSpace on 2016-04-28T14:16:16Z (GMT). No. of bitstreams: 1 Marcos Pivetta.pdf: 668073 bytes, checksum: 27ad969e753d051ef8090fe7c5803ef1 (MD5) Previous issue date: 2012-10-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study is to show how the French chemist Jean-Antoine Chaptal (1756-1832) made his argument in favor of a practice that consisted of adding sugar to must obtained from immature grapes in order to increase the alcohol content in wine during fermentation. Up to these days regulated and adopted in several countries, this procedure, which would become later known as chaptalization, has as its primary goal to generate a more stable wine, with a minimum standard of quality, especially in areas with cold weather and prone to poor harvests. The defense of the practice was made in a book called L'art de faire le vin, which is often described, in a simplistic approach, as the first work of what would be a modern enology. In this study, we show that Chaptal relied on studies of other men of science from the nascent modern chemistry of the XVIII century to propose this practice, but he did not completely denied the knowledge of ancient authors. This perception of a total rupture with the past may have been propagated by writings that disseminated the work of the chemist, like a normative instruction from the French government that is analyzed in this study / O objetivo deste trabalho é mostrar como o químico francês Jean-Antoine Chaptal (1756- 1832) construiu seu discurso a favor de uma prática que consistia em adicionar açúcar ao mosto de uvas imaturas durante o processo de fermentação para aumentar a graduação alcoólica do vinho. Ainda hoje regulado e adotado em vários países, esse procedimento, que se tornaria conhecido mais tarde como chaptalização, tem como finalidade gerar um vinho mais estável e com um padrão mínimo de qualidade, sobretudo em zonas de clima frio e em safras ruins. A defesa da prática foi feita num livro conhecido como L'art de faire le vin, apontado frequentemente de forma simplista como a primeira obra do que seria uma enologia moderna. Neste trabalho, mostramos que Chaptal se apoiou em estudos de outros homens de ciência da nascente química moderna do século XVIII para propor essa prática, mas não repudiou por completo os ensinamentos de autores da Antiguidade. Essa percepção de ruptura total com o passado pode ter sido disseminada por escritos que difundiram a obra do químico, como uma instrução normativa do governo francês que analisamos neste trabalho

Through the development of physical chemistry and chemical physics over the late-nineteenth and early-twentieth centuries, the relationship between physics and chemistry changed to create a broad interdisciplinary framework in which chemists and physicists could make contributions to problems of common value. It is here argued that evolving disciplinary factors such as physical and chemical responses to the atomic hypothesis, the nature of disciplinary formation in Germany and the United States, the reception of quantum mechanics within physics and chemistry, and the application of quantum mechanics to the problem of chemical bonding by physicists and chemists, formed the chemical bond into a physico-chemical theory. In the late nineteenth-century context of early physical chemistry, the chemical bond was known as a physical link between atoms, which could not be studied by chemical means because of the lack of an adequate atomistic framework. Both chemists and physicists broadly accepted the atomistic hypothesis following the discovery of the electron at the turn of the twentieth century, which afforded theoretical study of chemical bonding. Between 1916 and 1919, Gilbert N. Lewis and Irving Langmuir proposed the valence bond to be a pair of electrons shared between two atoms, within the context of a cubic model of the atom. However, the lack of a physical mechanism for the shared electron pair prevented the formation of a fully physico-chemical view of bonding. In 1927, physicists Walter Heitler and Fritz London showed the stability of the valence bond was caused by the wave mechanical phenomenon of resonance. Chemist Linus Pauling extended their treatment of the valence bond to a theory of structural chemistry in The Nature of the Chemical Bond. His synthesis of the physical and chemical views, his value as a physico-chemical researcher during the 1930s, and the research of his contemporaries John Slater and Robert Mulliken show that a true physico-chemical blend was only realized within the amorphous discipline of chemical physics. Finally, it is seen that this interdisciplinarity of chemical bonding and its supporting framework force a reevaluation of the reductionist criteria, and a re-definition of the chemical bond as a physico-chemical work.

Through the development of physical chemistry and chemical physics over the late-nineteenth and early-twentieth centuries, the relationship between physics and chemistry changed to create a broad interdisciplinary framework in which chemists and physicists could make contributions to problems of common value. It is here argued that evolving disciplinary factors such as physical and chemical responses to the atomic hypothesis, the nature of disciplinary formation in Germany and the United States, the reception of quantum mechanics within physics and chemistry, and the application of quantum mechanics to the problem of chemical bonding by physicists and chemists, formed the chemical bond into a physico-chemical theory. In the late nineteenth-century context of early physical chemistry, the chemical bond was known as a physical link between atoms, which could not be studied by chemical means because of the lack of an adequate atomistic framework. Both chemists and physicists broadly accepted the atomistic hypothesis following the discovery of the electron at the turn of the twentieth century, which afforded theoretical study of chemical bonding. Between 1916 and 1919, Gilbert N. Lewis and Irving Langmuir proposed the valence bond to be a pair of electrons shared between two atoms, within the context of a cubic model of the atom. However, the lack of a physical mechanism for the shared electron pair prevented the formation of a fully physico-chemical view of bonding. In 1927, physicists Walter Heitler and Fritz London showed the stability of the valence bond was caused by the wave mechanical phenomenon of resonance. Chemist Linus Pauling extended their treatment of the valence bond to a theory of structural chemistry in The Nature of the Chemical Bond. His synthesis of the physical and chemical views, his value as a physico-chemical researcher during the 1930s, and the research of his contemporaries John Slater and Robert Mulliken show that a true physico-chemical blend was only realized within the amorphous discipline of chemical physics. Finally, it is seen that this interdisciplinarity of chemical bonding and its supporting framework force a reevaluation of the reductionist criteria, and a re-definition of the chemical bond as a physico-chemical work.

Con motivo de celebrarse en el año 2011 el bicentenario del nacimiento de Robert Wilhelm Bunsen (1811-1899) hemos hecho un estudio histórico de todos los instrumentos o aparatos que utilizó y las mejoras que introdujo en ellos. El principal objetivo de nuestro estudio es ayudar a los estudiantes de química (de bachillerato y de primer curso de universidad) a trabajar en este tema. De esta forma, nuestro trabajo tiene dos partes diferentes: primero un estudio histórico y, en segundo lugar, una aplicación didáctica. / On the occasion of the two hundredth anniversary of the birth of Robert Wilhelm Bunsen (1811-1899) in 2011, we have prepared a historical study of all instruments or devices this German chemist used, and the improvements he introduced in them. The main aim of our study has a teaching purpose: helping Chemistry students (either High School or first-year college students) get involved with this subject. Hence, our work has two different parts: firstly, the historical study of the equipment and, secondly, its didactic application.

Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-22T15:11:22Z No. of bitstreams: 1 Antheogenes Menezes da Silva.pdf: 3239064 bytes, checksum: 61d27b9f3abf52e98f4623de16289ff8 (MD5) / Made available in DSpace on 2016-08-22T15:11:22Z (GMT). No. of bitstreams: 1 Antheogenes Menezes da Silva.pdf: 3239064 bytes, checksum: 61d27b9f3abf52e98f4623de16289ff8 (MD5) Previous issue date: 2010-08-23 / This work analyses how the History and philosophy of Science is presented in the concept approach of “atomic models” in the didactic books of the first grade of state high schools in Pernambuco- Brazil from the Bachelard’s perspective. Most of the times Chemistry teachers base them selves in the little historic part that goes with the contents of atomic models in the didactic books; and most of the times they don’t realize the problems in these versions, because they don’t analyze the use of this device properly. The present work discusses and analyses historic questions which are present in some didactic books about the perspective of Bachelard’s epistemology in the contents of atomic models which are usually used by Chemistry teachers in their classes. This study intends to contribute effectively in the making of a more adequate view in the construction of a the scientific knowledge. It also intends to now better the process of concept - making of atomic models with a historic background trying to make it more accessible and make possible to the student a better understanding of the structure of matter. From the analysis of some samples related to atomic models we’ll point out rights and problems adding new information both related to contents and background which allow the use of this material in a more efficacious manner. Finally this work suggests the use with more frequency of the History of Chemistry in class but with responsibility and quality in the use of this didactic tool, avoiding facts that make up a wrong image and give a fake feeling about the nature of the Chemistry Science. / Este trabalho consiste em analisar como se apresenta a História e Filosofia da Ciência na abordagem do conceito de “modelos atômicos” nos livros didáticos da 1º série do ensino médio da Rede Estadual de ensino do estado de Pernambuco a partir da perspectiva Bachelardiana. Na maioria das vezes o professor de Química se baseia na pequena parte Histórica que acompanha o conteúdo de modelos atômicos nos livros didáticos e muitas vezes não percebe os problemas nessas versões, pois não analisa de forma adequada o uso desse dispositivo. O presente trabalho discute e analisa questões Históricas que aparecem em certos livros didáticos sobre a perspectiva da epistemologia de Bachelard no conteúdo de modelos atômicos que são normalmente utilizados pelos professores de Química em suas aulas. Este estudo visa contribuir de forma efetiva na formação de uma visão mais adequada a construção do conhecimento científico. Busca também conhecer melhor o processo de formação do conceito de modelos atômicos com um pano de fundo histórico tentando tornar esse conceito mais acessível para o aluno e possibilitar e ele uma melhor compreensão acerca da estrutura da matéria. A partir da análise de alguns exemplares relacionados com modelos atômicos apontaremos acertos e problemas existentes sempre acrescentando novas informações tanto em relação ao conteúdo quanto ao contexto da época que permitam a utilização desse material de maneira mais eficaz. Finalmente a proposta do trabalho sugere que se utilize mais a História da Química na sala de aula, mas com responsabilidade e qualidade no uso dessa ferramenta didática. Evitando fatos que criem uma imagem enganosa e dão falsa impressão acerca da natureza da Ciência Química.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-17T18:09:10Z No. of bitstreams: 1 ingridnunesderossi.pdf: 4616378 bytes, checksum: 256f7f53f3df764f1402cc4e9f1f5bd3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-25T15:20:16Z (GMT) No. of bitstreams: 1 ingridnunesderossi.pdf: 4616378 bytes, checksum: 256f7f53f3df764f1402cc4e9f1f5bd3 (MD5) / Made available in DSpace on 2018-07-25T15:20:16Z (GMT). No. of bitstreams: 1 ingridnunesderossi.pdf: 4616378 bytes, checksum: 256f7f53f3df764f1402cc4e9f1f5bd3 (MD5) Previous issue date: 2018-06-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese apresenta os resultados de uma pesquisa que explorou a metodologia de ensino do químico alemão Justus von Liebig com o objetivo de investigar a consolidação do seu perfil docente, suas bases e influências, durante o seu exercício na Universidade de Gießen. Para isso, abordamos a biografia do químico, percorrendo os caminhos desde sua infância até a sua consolidação como professor. Na elaboração do projeto buscamos analisar as obras originais do autor do século XIX, coletadas no museu dedicado ao químico e na universidade onde trabalhou, ambos na cidade de Gießen na Alemanha, bem como materiais disponíveis em bibliotecas virtuais, documentos contendo declarações de alguns de seus alunos e de obras secundárias sobre o cientista, sem descuidar do contexto histórico do funcionamento dos laboratórios, dialogando com aquele que o pesquisador havia montado em Gießen. Através de publicações de alguns de seus ex-alunos, nos foi possível discorrer criticamente sobre as características particulares do químico como professor. Os resultados indicam que apesar de não ser o primeiro laboratório de ensino, algumas características da sua atuação como professor foram determinantes para influenciar outros estudiosos a se dedicarem ao estudo das ciências naturais. Almeja-se que esse trabalho possa servir de inspiração e como exemplo de que o cientista e o educador podem coexistir em uma mesma personalidade sem prejuízos para nenhuma das características, assim como, demonstrar que grandes cientistas são pessoas dedicadas, porém como todos os seres humanos, possuem qualidades e defeitos e que não existe uma fórmula para ensinar e sim um ideal por trás de cada um. / This thesis is the result of a research that explored the teaching methodology of the german chemist Justus von Liebig with the purpose of investigating the consolidation of his teaching profile, bases and influences during his practice at the University of Gießen. Therefore we approach the chemist biography, traversing the paths from his childhood untill he became a professor. In the preparation of this project, we sought to analyze the original works from this author of the 19th century, collected in the museum dedicated to him and the university where he worked, both in the city of Gießen in Germany, as well as materials available in virtual libraries, documents containing statements by some of his students and secondary project from the scientist, without neglecting the historical context of the operation of the laboratories, discussing with the one the researcher had set up in Gießen. Through publishings from some of his former students, we were able to critically discuss the particular characteristics of the chemist as a professor. The results indicate that although it is not the first teaching laboratory, some characteristics of its performance as a teacher were decisive in influencing other scholars to devote themselves to the study of the natural sciences. It is hoped that this work can serve as an inspiration and as an example that the scientist and the educator can coexist in the same personality without prejudice to any of the characteristics, also to demonstrate that great scientists are dedicated people, but like all human beings, there are qualities and imperfections besides there is no formula to teach but the ideal behind each individual.

Orientador: Gustavo Bizarria Gibin / Resumo: Neste estudo apresentamos a aplicação de um texto didático, produzido pela pesquisadora, a respeito dos conceitos de modelos atômicos e tabela periódica. O material foi aplicado em um minicurso, no período vespertino para alunos da primeira série do Ensino Médio de uma Escola Técnica do interior de São Paulo. O minicurso “Mapeando Conhecimento: uma abordagem histórica sobre Modelos Atômicos e Tabela Periódica”, com carga horária de trinta horas, aplicado pela pesquisadora, contou com uma metodologia que envolveu o preparo de mapas conceituais e realização de entrevistas. Segundo Ausubel, Novak e Moreira, é fundamental analisar previamente aquilo que se vai ensinar, pois, nem tudo que se encontra em programas, livros e outros materiais didáticos do currículo é abordado em sala de aula, uma vez que o tempo é limitado. Aliás, a ordem na qual os principais conceitos aparecem nos materiais didáticos e programas, na maioria das vezes, não é a mais adequada para facilitar a interação do conhecimento prévio do aprendiz ao conceito apresentado. Dessa forma, a metodologia adotada no minicurso pretende justamente facilitar essa interação, através do uso de mapas conceituais preparados, também, pela pesquisadora, que no início das aulas, após os alunos elaborarem seus próprios mapas e após as entrevistas, irá introduzir o conteúdo do dia, apresentando os pontos principais e relacionando-o com o conteúdo visto no dia anterior. As entrevistas serão utilizadas para complementar a análise do... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this study we present the application of a potentially meaningful material regarding the concepts of atomistic and periodic table. The material was applied in a short course, in the afternoon, for students of the first grade of high school in a Technical School in the interior of the state of São Paulo. The short course “Mapping Knowledge: a historical approach on Atomic Models and Periodic Table”, with a workload of 30 hours, was applied by the researcher, had a methodology that involved the development of concept maps and interviews. According to Ausubel (1968), Novak (1984) and Moreira (2011a), it is essential to analyze previously what is going to be taught, because not everything that is found in curriculum programs, books and other didactic materials is approached in the classroom, since time is limited. In fact, the order in which the main concepts appear in the didactic materials and programs, for the most part, is not the most appropriate to facilitate the interaction of the learner's prior knowledge with the concept presented. There are two conditions for meaningful learning: 1) the material used in learning must be potentially meaningful and 2) the learner must be willing to learn. The first condition requires that learning material - such as books, videos, among others - have a logical meaning for the learner, and for this, it is necessary to structure the material in order to initially approach broader and simpler concepts and progressively develop for more sp... (Complete abstract click electronic access below) / Mestre

Depuis une quarantaine d’années, les déchets ménagers et leur gestion sont assimilés à un enjeu écologique global. Alors que se popularisent les discours défendant une conception durable du développement, nos poubelles se multiplient. Qu’aspirons-nous à préserver lorsque, l’enjeu planétaire invoqué, un gouffre intermédiaire se dessine et nous invite à interroger ce lien communément admis entre déchets et pratiques de protection de l’environnement. Notre thèse consiste à affirmer que, sous couvert de leur « environnementalisation », et malgré l’inflation du temps et de l’espace qui leur sont consacrés, les déchets restent marqués par l’oubli des enjeux sociaux, techniques, matériels qui les caractérisent. Cet aveuglement, individuel et collectif, neutralise toute possibilité de penser le déchet comme indice : il voile sa fonction mémorielle et le condamne à n’être appréhendé que comme ce qui doit disparaître, que comme quantité de matière à contrôler, à éliminer. Le déchet durable est l’oxymore qui vise à problématiser cette multiplicité des modes de présence du déchet aujourd’hui. S’inspirant des figures du chiffonnier ou de l’archéologue, notre enquête socio-anthropologique s’applique à suivre ces déchets ménagers, depuis d’incertains océans de plastique jusqu’à quelques lombricomposteurs parisiens. A partir de cette confrontation à la matérialité, aux territoires et aux pratiques du déchu, il s’agit d’affirmer que là où la présence irrévocable des déchets est décrite comme un problème, la question de notre présence aux déchets se pose inévitablement. / Over the past forty years, household waste and its management have been assimilated to a global environmental issue. While sustainable development is becoming a pressing issue, the number of our garbage bins is increasing. So what is it that we aim to preserve when we are dutifully sorting out our garbage? Between the very local gesture of discarding and the global environmental issue, there is a tremendous gap. The link between everyday practices of waste and environmental issues is so underdetermined that it has to be analysed. The main claim of this dissertation is that despite a growing concern with environment and the increasing time and space devoted to waste management, we remain unaware of the social, technological and material issues at stake. Because of this individual and collective blindness waste is not seen as a clue: as its memorial function is neglected waste is still perceived as what has to disappear, as a material quantity that has to be controlled and eliminated. The en-durable waste is an oxymoron that leads to further investigate the multiple modes of presence of waste in today’s life. Inspired by the personae of the ragman and of the archaeologist, this socio-anthropological investigation follows household waste from uncertain oceans of plastic to few Parisian vermicompost bins. Based on this confrontation to the materiality of waste, to the territories and to practices of wasting, this dissertation claims that where the unavoidable presence of waste is described as a problem, it is question of our presence to waste that is at stake.

Made available in DSpace on 2016-04-28T14:16:14Z (GMT). No. of bitstreams: 1 Cesar de Barros Lobato.pdf: 3242160 bytes, checksum: ff8e620459772e7bb401803e69d4f155 (MD5) Previous issue date: 2011-10-11 / Secretaria da Educação do Estado de São Paulo / From a detailed analysis of documents, we realize that historiography does not give due importance to the concepts of caloric and atomic diameter inside the atomic theory developed by John Dalton (1766-1844). In this sense, this thesis aims mainly to show the relevance of these ideas within the Daltonian atomism. We believe they are as important as the atomic weight and need to be better discussed by historiography. Thus, seeking to validate this hypothesis, this work intends to demonstrate two things. The first is to highlight the features that make so special the atomics weights inside the atomic theory, from the point of view Dalton as the point of view of historians. The second is to show that the concept of atomic diameter amalgamated with caloric also have such characteristics and therefore are as important as the idea of atomic weight to Dalton. Through the study, we could see that from the point of view of Dalton, the ideas of atomic weight and diameter are complementary, because one explains the gravimetric results, the other, the results volumetric of the reactions / A partir de uma detalhada análise documental, percebemos que a historiografia não dá a devida importância aos conceitos de calórico e diâmetro atômico, na teoria atômica desenvolvida por John Dalton (1766-1844). Nesse sentido, esta tese tem como objetivo principal, mostrar a relevância desses conceitos dentro do atomismo Daltoniano. Acreditamos que estes são tão importantes quanto o de peso atômico e que precisam ser mais significativamente discutidos pela historiografia. Assim, buscando validar esta hipótese, pretende-se com este trabalho demonstrar duas situações. A primeira é destacar as características que tornam os pesos atômicos tão especiais dentro da teoria atômica, quer seja sob o ponto de vista de Dalton, quanto sob o ponto de vista dos Historiadores. A segunda é mostrar que o conceito de diâmetro atômico amalgamado ao de calórico, igualmente, possui tais características e que por tal razão são tão relevantes quanto à noção de peso atômico para Dalton. Por meio deste estudo, pode-se perceber que sob o ponto de vista de Dalton, as concepções de peso e diâmetro atômico são complementares, pois uma explica os resultados gravimétricos, a outra, os resultados volumétricos das reações

Made available in DSpace on 2016-04-28T14:16:22Z (GMT). No. of bitstreams: 1 Ana Paula Pires Trindade.pdf: 4040367 bytes, checksum: 647f81a3aff4f31b70d283a52f53dbb0 (MD5) Previous issue date: 2015-09-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has been developed as part of the "History of science and education: interdisciplinary approaches in Higher Education (diagnosis, continuous and specialist training for teachers)", Supported by the Centre for Education Program - OBEDUC (CAPES / INEP process 23038.002603 / 2013 -47. The main purpose of this study is collecting articles regarding the interface History of Science and Education, published in the education periodics, as well as analyzing the historiographical perspectives, both in quantity and quality, concerning the selected articles. This study intends to show the historiographical perspective on the texts in the History of Chemistry published in the last twenty years. The leading axis of this analysis is vision of History of Science as an specific interdisciplinary field, in which studies are developed in three different analysis spheres (historiographical, epistemological and contextual), emphasizing that this study s approach is historiographical. The influence of CESIMA will also be studied in this dissertation / Este trabalho foi produzido no âmbito do Projeto: História da ciência e ensino: abordagens interdisciplinares no Ensino Superior (diagnóstico, formação continuada e especializada de professores) do Programa Observatório da Educação OBEDUC, (CAPES/INEP), processo número 23038.002603/2013-47. Um dos objetivos deste estudo é realizar um levantamento dos artigos voltados à interface História da Ciência e Ensino, publicados em periódicos da área de educação, bem como analisar, quantitativa e qualitativamente, aspectos historiográficos em História da Ciência subjacentes aos artigos selecionados. Este estudo visa mostrar a perspectiva historiográfica dos textos de História da Química publicados entre 1994 e 2014. O eixo condutor desta análise será a visão de História da Ciência como campo específico interdisciplinar, no qual os estudos são desenvolvidos em três esferas de análise (historiográfica, epistemológica e contextual), sendo que a ênfase deste estudo será a historiográfica. Será estudada a influência das produções do CESIMA nesses artigos de História da Química