Global ETD Search

11	A revolução científica como tema de reflexão crítica no ensino de física Rocha, Cintia Mendonça Soares January 2018 (has links) Orientadora: Profa. Dra. Márcia Helena Alvim / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018. / A presente pesquisa discute a inserção da História das Ciências (HC) no ensino de Física, como forma de promover um ambiente crítico e reflexivo, distante do ensino tradicional perpetuado na maioria das escolas, onde a ciência, de forma geral, é vista como a-histórica, composta por gênios e promotora do saber único e verdadeiro. Tendo em vista este panorama, apresentam-se algumas reflexões a respeito do distanciamento deste tipo de ensino, por meio de associações com a concepção bancária da educação, discutida por Paulo Freire. O objetivo principal dessa pesquisa é investigar a temática da Revolução Científica em aulas de Física do Ensino Médio, buscando elaborar, aplicar e analisar uma proposta didático-metodológica que inclua essa discussão na promoção da reflexão sobre a importância da HC no ensino. Esta pesquisa é caracterizada como pesquisa-ação e busca a interface da HC com o ensino de Física, a fim de contribuir para a formação de cidadãos críticos. A proposta didático-metodológica foi aplicada no 1º ano do Ensino Médio de uma escola da rede privada de ensino, localizada em São Bernardo do Campo, São Paulo, onde através da reflexão histórica acerca da Revolução Científica, com o uso de diferentes recursos pedagógicos, buscou-se promover situações de aprendizado nas quais se privilegiaram os momentos de discussão e produção escrita dos alunos sobre a temática. Por fim, os resultados obtidos da aplicação da proposta possibilitou identificar que a HC no ensino contribuiu para a promoção de ambientes de reflexão sobre o desenvolvimento da ciência e, por consequência, mostrou-se um recurso promissor para o aprendizado científico dos alunos. Outra significativa contribuição refere-se a alguns elementos didáticos que levam ao aprimoramento das aulas e evidenciam a postura dos alunos diante das experiências compartilhadas em sala de aula. / Traditional teaching promoted in most school¿s view science as an-historical, made up of geniuses and promoter of the unique and true knowledge. This research discusses how the insertion of History of Sciences (HC) in the teaching of Physics, promotes a critical and reflexive Education. This will be presented with some reflections on the importance of distancing traditional education, through the association with the banking concept of education discussed by Paulo Freire. The main objective of this research is to investigate the Scientific Revolution in High School Physics classes, seeking to elaborate, apply and analyze a didactic-methodology proposal that includes the promotion of reflections on the importance of HC in science teaching. The research is an action-research which interfaces the HC with the teaching of Physics, to contribute to the development of critical citizens. The didactic-methodological proposed was applied in the 1st year students of a private high school in São Bernardo do Campo, São Paulo. The historical reflection by the Scientific Revolution, with the use of different pedagogical resources, seek to developed learning situations by encouraging discussion and written production of students. The results highlighted that HC teaching contributed to the promotion of an environment for reflection and the development of science teaching. Consequently, proving to be a promising resource for student¿s scientific learning. Another important contribution refers to some didactic elements that lead to the improvement of classes, this situation was evidenced by the shared experiences in the classroom. HISTÓRIA DA CIÊNCIA REVOLUÇÃO CIENTÍFICA PROPOSTA DIDÁTICO-METODOLÓGICA HISTORY OF SCIENCE SCIENTIFIC REVOLUTION DIDACTIC-METHODOLOGICAL PROPOSAL
12	Novas finanças: um estudo sobre a fragilidade da hipótese de mercados eficientes / The new finance: a study about the fragility of the efficiency market hiperlink Costa, Tiago Alves 29 April 2008 (has links) Made available in DSpace on 2016-04-25T16:45:04Z (GMT). No. of bitstreams: 1 Tiago Alves Costa.pdf: 830440 bytes, checksum: 40b830a47bb712666dd4a4ecfbcde61c (MD5) Previous issue date: 2008-04-29 / The finance science, as all sciences, shows an evolutionary line and according to Kuhn (1970), it is marked by shortly periods of knowledge accumulation. However, according to the author, such periods are inserted with scientific revolutions. In other words, the scientific evolution is stamped by revolutions which abandon oldfashioned paradigm and create new ones. The revolution is followed by a period where the researches are guided by the new paradigm and its purpose is strengthen the own paradigm. In other way, the finance science has today a central paradigm well-known by efficiency market hyperlink (EMH) which was witnessed and adopted by the entire scientific community around the 70 s. And since those times, almost entire research done in finance, mainly until the de 90 s, was leaded and done to validate the EMH. This dissertation attempted to evidence that the finance evolutionary line proposed by Haugen (2000) follows the same principle evidenced by Kuhn (1970), and in the present-day, the EMH find itself in a period which precede the scientific revolution which is called by time crisis by Kuhn (1970). This time crisis could weaken the EMH and open a space to create a new paradigm. This way, the proposal of dissertation is to prove how the revolutionary process will happen in finance too, soon after, to prove what would the candidates more inclined to replace the EMH be as a central paradigm in finance. To do so, this work considered only two candidates: the behavioral finance and the chaos theory. To do this analyze it was used the schooling principles nominated by Mckinley, Mone and Moon (2002). Such authors propose that a thought must display a combination of novelty, continuity, and scope to achieve school status in organizational theory. The purpose of this dissertation is to do a theory ransom which intends to show the fragility of the EMH as a central paradigm that orients the finance researches. The dissertation concludes that the current finance faces a crisis, and in this period, the behavioral finance displays the biggest chance to replace the EMH in the near future, however, the chaos theory provides the bigger promise considering a far future / A ciência das finanças, como toda ciência, apresenta uma linha evolutiva que de acordo com Kuhn (1970) é marcada por períodos de breve acumulação de conhecimento. Porém, de acordo com o autor, tais períodos são intercalados com revoluções científicas. Em outras palavras, a evolução científica é marcada por revoluções que abandonam antigos paradigmas e criam novos. Posteriormente à revolução, segue se um período onde as pesquisas são guiadas pelo novo paradigma com o propósito de fortalecer o próprio paradigma. De outra forma, a ciência financeira possui hoje um paradigma central conhecido como a hipótese de mercados eficientes (HME) que foi reconhecida e adotada pela comunidade científica por volta da década de 70. E desde aquela época, quase toda pesquisa feita na área, principalmente até a década de 90, foi guiada, e feita para validar e fortalecer a própria HME. Nesse sentido, este trabalho procurou evidenciar que a linha evolucionária das finanças proposta por Haugen (2000) segue o mesmo princípio evidenciado por Kuhn (1970), e que no momento atual, a HME encontra-se em um período que antecede a revolução científica e que é chamado de período de crise por Kuhn (1970). Esse período de crise, que antecede as revoluções, poderia enfraquecer a HME e abrir espaço para a criação de um novo paradigma. Sendo assim, o trabalho também propõe a evidenciar como que o processo de revolução poderá acontecer em finanças, e em seguida, também propõe quais seriam os candidatos mais propensos a substituir a HME como paradigma central em finanças. Para tanto, o trabalho considerou apenas dois candidatos: as finanças comportamentais e a teoria do caos. Para fazer tal análise, foram utilizados os princípios de escolarização propostos por Mckinley, Mone e Moon (2002). Tais autores propõem que um pensamento tem que possuir três características (novidade, continuidade e escopo) para ser considerado uma escola em teoria organizacional. O propósito do trabalho é de um resgate teórico básico que procura evidenciar a fragilidade da HME enquanto paradigma principal norteador das pesquisas em finanças. Assim sendo, o trabalho conclui que as finanças atuais enfrentam uma crise, e que nesse período, as finanças comportamentais apresentam a maior chance de substituir a HME em um futuro próximo, porém, a teoria do caos fornece uma promessa maior considerando um futuro mais distante Teoria do caos HME Hipótese de mercados eficientes Evolução financeira Revolução científica Finanças comportamentais Administracao financeira Financas Chaos theory EMH Efficient market hyperlink Finance evolution Scientific revolution Behavioral finance
13	Margaret Cavendish and Scientific Discourse in Seventeenth-Century England Bolander, Alisa Curtis 06 May 2004 (has links) Although the natural philosophy of Margaret Cavendish is eclectic and uncustomary, it offers an important critique of contemporary scientific methods, especially mechanism and experimentalism. As presented in Observations upon Experimental Philosophy and Blazing World, Cavendish's natural philosophy incorporates rationalistic and subjective elements, urging contemporary natural philosophers to recognize that pure objectivity is unattainable through any method of inquiry and that reason is essential in making sense and use of scientific observation. In addition to its scientific implications, Cavendish's three-tiered model of matter presents interesting sociopolitical associations. Through her own use of metaphor and her theoretical fusion of matter and motion, Cavendish confronts the masculinist metaphors and implications of mechanism. Through the dramatization of her model of matter in the narrative Blazing World, Cavendish exposes the theoretical failings of contemporary methods and legitimizes her alternative to pure experimentalism. By envisioning a new planet to place the utopia of Blazing World, Cavendish actively uses the rational functions of the mind, showing that reason and rational matter are above all else in natural philosophy. Although Cavendish's scientific theory in some ways promotes the participation of women in natural philosophy, it becomes complicated as she simultaneously reinforces her social biases and urges a traditional class system with a monarchical government. Cavendish actively separates the gender constraints in philosophical inquiry from the social limitations placed on the lower classes to promote herself and other aristocratic women in the pursuit of natural philosophy, urging that the rational realm, where all sexes are equal, should govern scientific investigation. Margaret Cavendish Blazing World natural philosophy Newcastle Duchess England scientific revolution natural philosophy scientific philosophy seventeenth-century science scientific discourse metaphor mechanism mechanist experimentalism experimentalist rationalism rationalist empericism empiricist Descartes Boyle Hooke Hobbes Bacon New Atlantis women woman feminist inductive deductive model matter utopia rational eschatology eschatological gender inquiry political monarchy aristocracy monarchical aristocratic English Language and Literature
14	Concepts of the 'Scientific Revolution': An analysis of the historiographical appraisal of the traditional claims of the science Onyekachi Nnaji, John 12 June 2013 (has links) ´Scientific revolution´, as a concept, is both ´philosophically general´ and ´historically unique´. Both dual-sense of the term alludes to the occurrence of great changes in science. The former defines the changes in science as a continual process while the latter designate them, particularly, as the ´upheaval´ which took place during the early modern period. This research aims to demonstrate how the historicists´ critique of the justification of the traditional claims of science on the basis of the scientific processes and norms of the 16th and 17th centuries, illustrates the historical/local determinacy of the science claims. It argues that their identification of the contextual and historical character of scientific processes warrants a reconsideration of our notion of the universality of science. It affirms that the universality of science has to be sought in the role of such sources like scientific instruments, practical training and the acquisition of methodological routines / "Revolución científica", como concepto, se refiere a la vez a algo «filosóficamente general» e « históricamente único". Ambos sentidos del término aluden a la ocurrencia de grandes cambios en la ciencia. El primero define los cambios en la ciencia como un proceso continuo, mientras que el último los designa, en particular, como la "transformación", que tuvo lugar durante la Edad Moderna. Esta investigación tiene como objetivo demostrar cómo la crítica de los historicistas a la justificación de las características tradicionales de la ciencia sobre la base de los procesos y normas científicos de los siglos XVI y XVII, ilustra la determinación histórica y local de los atributos de la ciencia. Se argumenta que la identificación del carácter contextual e histórico de los procesos científicos justifica una reconsideración de nuestra noción de la universalidad de la ciencia. Se afirma que la universalidad de la ciencia se ha de buscar en el papel de tales fuentes como instrumentos científicos, la formación práctica y la adquisición de rutinas metodológicas Filosofia de la Ciència 1
15	The Darwinian revolution as a knowledge reorganization Zacharias, Sebastian 24 February 2015 (has links) Die Dissertation leistet drei Beiträge zur Forschung: (1) Sie entwickelt ein neuartiges vierstufiges Modell wissenschaftlicher Theorien. Dieses Modell kombiniert logisch-empiristische Ansätze (Carnap, Popper, Frege) mit Konzepten von Metaphern & Narrativen (Wittgenstein, Burke, Morgan), erlaubt so deutlich präzisiere Beschreibungen wissenschaftlicher Theorien bereit und löst/mildert Widersprüche in logisch-empiristischen Modellen. (Realismus vs. Empirismus, analytische vs. synthetische Aussagen, Unterdeterminiertheit/ Holismus, wissenschaftliche Erklärungen, Demarkation) (2) Mit diesem Modell gelingt ein Reihenvergleich sechs biologischer Theorien von Lamarck (1809), über Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) zu Darwin (1859-1872). Dieser Vergleich offenbart eine interessante Asymmetrie: Vergleicht man Darwin mit je einem Vorgänger, so bestehen zahlreiche wichtige Unterschiede. Vergleicht man ihn mit fünf Vorgängern, verschwinden diese fast völlig: Darwins originärer Beitrag zur Revolution in der Biologie des 19.Jh ist klein und seine Antwort nur eine aus einer kontinuierlichen Serie auf die empirischen Herausforderungen durch Paläontologie & Biogeographie seit Ende des 18. Jh. (3) Eine gestufte Rezeptionsanalyse zeigt, warum wir dennoch von einer Darwinschen Revolution sprechen. Zuerst zeigt eine quantitative Analyse der fast 2.000 biologischen Artikel in Britannien zwischen 1858 und 1876, dass Darwinsche Konzepte zwar wichtige Neuerungen brachten, jedoch nicht singulär herausragen. Verlässt man die Biologie und schaut sich die Rezeption bei anderen Wissenschaftlern und gebildeten Laien an, wechselt das Bild: Je weiter man aus der Biologie heraustritt, desto weniger Ebenen biologischen Wissens kennen die Rezipienten und desto sichtbarer wird Darwins Beitrag. Schließlich findet sich sein Beitrag in den abstraktesten Ebenen des biologischen Wissens: in Narrativ und Weltbild – den Ebenen die Laien rezipieren. / The dissertation makes three contributions to research: (1) It develops a novel 4-level-model of scientific theories which combines logical-empirical ideas (Carnap, Popper, Frege) with concepts of metaphors & narratives (Wittgenstein, Burke, Morgan), providing a new powerful toolbox for the analysis & comparison of scientific theories and overcoming/softening contradictions in logical-empirical models. (realism vs. empiricism, analytic vs. synthetic statements, holism, theory-laden observations, scientific explanations, demarcation) (2) Based on this model, the dissertation compares six biological theories from Lamarck (1809), via Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) to Darwin (1859-1872) and reveals an interesting asymmetry: Compared to any one of his predecessors, Darwins theory appears very original, however, compared to all five predecessor theories, many of these differences disappear and it remains but a small original contribution by Darwin. Thus, Darwin’s is but one in a continuous series of responses to the challenges posed to biology by paleontology and biogeography since the end of the 18th century. (3) A 3-level reception analysis, finally, demonstrates why we speak of a Darwinian revolution nevertheless. (i) A quantitative analysis of nearly 2.000 biological articles reveals that Darwinian concepts where indeed an important theoretical innovation – but definitely not the most important of the time. (ii) When leaving the circle of biology and moving to scientists from other disciplines or educated laymen, the landscape changes. The further outside the biological community, the shallower the audience’s knowledge – and the more visible Darwin’s original contribution. After all, most of Darwin’s contribution can be found in the narrative and worldview of 19th century biology: the only level of knowledge which laymen receive. Evolution Interpretation Rudolf Carnap Ludwig Wittgenstein Beschreibung Historische Epistemologie wissenschaftliche Revolution wissenschaftlicher Fortschritt wissenschaftliche Theorie Kontinuität Diskontinuität wissenschaftliche Erklärungen Abgrenzungskriterium Unterdeterminiertheit analytische Sätze synthetische Sätze Logischer Empirismus wissenschaftlicher Realismus Metaphern Narrative wissenschaftliche Modelle Natürliche Auslese Natürliche Selektion Kampf ums Dasein Homologie Archetype Charles Darwin Robert Chambers Richard Owen Alfred Russel Wallace Georges Cuvier Jean-Baptiste Lamarck Etienne Geoffroy Saint-Hilaire Gottlob Frege Karl Popper evolution interpretation Rudolf Carnap Ludwig Wittgenstein Historical epistemology scientific revolution scientific progress scientific theory continuity discontinuity scientific explanations demarcation criterion underdetermination analytic statements synthetic statements logical empiricism scientific realism metaphors narratives description scientific models natural selection struggle for existence homology archetype Charles Darwin Robert Chambers Richard Owen Alfred Russel Wallace Georges Cuvier Jean-Baptiste Lamarck Etienne Geoffroy Saint-Hilaire Gottlob Frege Karl Popper WH 2000
16	Religious directives of health, sickness and death : Church teachings on how to be well, how to be ill, and how to die in early modern England Elkins, Mark January 2018 (has links) In broad terms, this thesis is a study of what Protestant theologians in early modern England taught regarding the interdependence between physical health and spirituality. More precisely, it examines the specific and complex doctrines taught regarding health-related issues in the sixteenth and seventeenth centuries, and evaluates the consistency of these messages over time. A component of the controversial Protestant-science hypothesis introduced in the early twentieth century is that advancements in science were driven by the Protestant ethic of needing to control nature and every aspect therein. This thesis challenges this notion. Within the context of health, sickness and death, the doctrine of providence evident in Protestant soteriology emphasised complete submission to God's sovereign will. Rather, this overriding doctrine negated the need to assume any control. Moreover, this thesis affirms that the directives theologians delivered governing physical health remained consistent across this span, despite radical changes taking place in medicine during the same period. This consistency shows the stability and strength of this message. Each chapter offers a comprehensive analysis on what Protestant theologians taught regarding the health of the body as well as the soul. The inclusion of more than one hundred seventy sermons and religious treatises by as many as one hundred twenty different authors spanning more than two hundred years laid a fertile groundwork for this study. The result of this work provides an extensive survey of theological teachings from these religious writers over a large span of time.

Page generated in 0.1047 seconds