The first four decades of the twentieth century was a period of rapid development in physics. The late nineteenth century discoveries of X-rays, Becquerel rays and subatomic particles had revealed new properties of matter, and the early twentieth century quantum and relativity theories added to the notion that the discipline was undergoing a fundamental change in thought and practice. Historians and scientists alike have retrospectively conceived of a sharp divide between nineteenth century and twentieth century physics, applying the terms ‘classical’ and ‘modern’ to distinguish between these two practices. However, recent scholarship has suggested that early twentieth century physicists did not see this divide as self-evident, and in fact were responsible for consciously constructing these categories and definitions. This thesis explores the creation of the terms ‘classical’ and ‘modern’ physics in Britain, and the physicists responsible. I consider how these terms were employed in ‘public’ arenas (lectures, books, newspapers, museums) influencing the wider reception of ‘modern’ physics. I consider not only the rhetorics employed by ‘modern’ physicists, but also those we would now consider to be ‘classical’, revealing a diverse range of potential definitions of ‘modern’ physics. Furthermore, even within the ‘modernists’ themselves, there was considerable disagreement over how their work was to be presented, as industrially applicable, or of value simply as intellectual knowledge in and of itself. There were also different notions of how scientific ‘progress’ should be portrayed, whether knowledge advanced through experimental refinement or theoretical work. Early twentieth century ‘modern’ physics appeared to discard long held theories, rejecting much of the discipline’s past. As such, physicists’ connection to the legacy of Newton was under threat. Furthermore, the instability of science more generally was revealed: if physicists had shown the old theories to be wrong, then why should the new ones be any different? This had severe implications as to how the public placed ‘trust’ in science. I explore how physicists carefully managed the ‘public’ transition from ‘classical’ to ‘modern’ physics, regaining public trust during a period of scientific ‘revolution’ and controversy.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-01T18:39:34Z No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Approved for entry into archive by Renata Lopes (renatasil82@gmail.com) on 2018-11-06T13:35:47Z (GMT) No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Made available in DSpace on 2018-11-06T13:35:47Z (GMT). No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) Previous issue date: 2018-08-24 / Este trabalho tem a finalidade de propor uma sequência didática, com abordagem histórico-filosófica, utilizando-se de experimentos e demonstrações históricas na introdução de conceitos do eletromagnetismo no Ensino Médio. Através desta sequência didática, apresenta-se aos estudantes do Ensino Médio o conceito de ondas eletromagnéticas, numa dinâmica histórica que inclui discussões a respeito da natureza da ciência. O experimento histórico escolhido didaticamente como central é o experimento demonstrativo de Oliver Lodge, que projetou um sistema efetivo de recepção das ondas eletromagnéticas cuja principal inovação foi o emprego do coesor no lugar da antena de Hertz. Nessa dissertação, assume-se uma perspectiva pedagógica que se aproxima da Pedagogia Histórico-Crítica (PHC) na medida em que considera a difusão dos conteúdos, vivos e atualizados e a transmissão de conhecimentos historicamente acumulados pela humanidade, tarefas centrais da Educação. Constatamos uma afinidade entre a PHC e o ensino de ciências e concluímos que o referencial da PHC pode subsidiar o uso da História e da Filosofia da Ciência no ensino de ciências. Por fim, apresenta-se um relato e avaliação do desenvolvimento e aplicação efetiva da sequência didática proposta em sala de aula. O Produto Educacional desenvolvido neste trabalho de mestrado consiste na sequência didática e sua descrição, dos textos e questionários utilizados nas aulas e do texto de apoio ao professor. / This work has the goal of proposing a didactic sequence, with historical-philosophical approach, using experiments and historical demonstrations in the introduction of electromagnetism concepts in High School. Through this didactic sequence, the students of high school are presented to the concept of electromagnetic waves, in a historical dynamic that includes discussions about the nature of science. The historical experiment chosen didactically as central is the Oliver Lodge's demonstrative experiment, which designed an effective system for receiving electromagnetic waves whose main innovation was the use of the coesor instead of the Hertz’s antenna. In this dissertation, is assumed a pedagogical perspective that approaches the Historical-Critical Pedagogy (PHC) insofar as it considers the dissemination of live and up-to-date contents and the transmission of knowledge historically accumulated by humanity, central tasks of Education. We verified an affinity between the PHC and the Science Teaching and we concluded that the PHC referential can subsidize the use of History and Philosophy of Science in Science Teaching. Finally, a report and evaluation of the development and effective application of the didactic sequence proposed in the classroom is presented. The Educational Product developed in this master's work consists of the didactic sequence and its description, in the texts and questionnaires used in the classes and in the text to support the teacher.