Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-10-06T20:18:19Z No. of bitstreams: 1 DissBMR.pdf: 4436976 bytes, checksum: 6798de1dc9fbb33dbd67f393ab12e887 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:20:22Z (GMT) No. of bitstreams: 1 DissBMR.pdf: 4436976 bytes, checksum: 6798de1dc9fbb33dbd67f393ab12e887 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:20:28Z (GMT) No. of bitstreams: 1 DissBMR.pdf: 4436976 bytes, checksum: 6798de1dc9fbb33dbd67f393ab12e887 (MD5) / Made available in DSpace on 2016-10-20T19:20:35Z (GMT). No. of bitstreams: 1 DissBMR.pdf: 4436976 bytes, checksum: 6798de1dc9fbb33dbd67f393ab12e887 (MD5) Previous issue date: 2015-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This present work aims to build a Teaching and Learning Sequence (TLS) proposed by Marco. A. Moreira , based on David Ausubel's Meaningful Learning Theory. The TLS aims to lead to a meaningful conceptual learning of Einstein's Special Relativity theory by suppressing the excessive calculus involving it. One of its greatest achievements is the use of the educational game - a slower speed of light and animations. The topics of the unit content are time dilation, length contraction, invariance of the speed of light, the relativity of simultaneity, spotlight effect and Terrell effect. The TLS was able to promote differentiated classes, providing evidences of conceptual evolution - stimulating and making it possible the teaching of modern and contemporary physics at this level. The TLS developed for this study was applied in two classes in a State high school in Itapira - SP and the results were analyzed so that the teaching unit efficiency could be evaluated. At the end of this work an instructional product, which is the TLS itself, is presented. / O presente trabalho tem como objetivo construir e aplicar uma Unidade de Ensino Potencialmente Significativa (UEPS), baseada na teoria da Aprendizagem Significativa de David Ausubel e proposta por Marco A. Moreira. A UEPS visa facilitar a aprendizagem significativa da teoria da Relatividade Restrita e suprimir o excesso de matematização que envolve a tal teoria. Um dos diferenciais desta UEPS é o uso do game educativo A slower speed of light e animações. Os temas abordados na unidade de ensino são a dilatação temporal, a contração do comprimento, a invariância da velocidade da luz, a simultaneidade de eventos relativísticos, o efeito holofote e o efeito Terrell. A UEPS construída foi capaz de permitir aulas diferenciadas, fornecendo evidências de uma evolução conceitual por parte dos alunos, viabilizando e incentivando o ensino da física moderna e contemporânea neste nível de ensino. A UEPS desenvolvida neste trabalho foi aplicada em duas salas de uma escola pública de Itapira – SP, sendo que os resultados foram analisados para que se pudesse avaliar a eficácia da unidade de ensino. Ao final do trabalho é apresentado o produto educacional que consiste na UEPS para o ensino da teoria da Relatividade Restrita.

Nous nous intéressons dans cette thèse à un aspect assez peu documenté de l'histoire de la théorie de la relativité restreinte, la recherche d'une vérification expérimentale de ses prédictions sur la variation de l'inertie en fonction de leur vitesse. Nous complétons les études historiques antérieures sur les expériences de Kaufmann (1906) et de Bucherer (1908), et montrons que la vérification de la formule de Lorentz-Einstein constitue encore un enjeu expérimental après 1911. Nous étudions plus particulièrement les recherches dirigées par Charles-Eugène Guye en collaboration avec ses étudiants Simon Ratnowsky (1907-1910) et Charles Lavanchy (1913-1915). Nous montrons que la seconde phase de ce travail est très largement considérée dans les années 1920 comme la vérifiation expérimentale la plus précise de la formule de Lorentz-Einstein. Nous utilisons la méthode de réplication, appliquée à l'expérience de Guye et Lavanchy. La très grande maîtrise de l'émission cathodique, associée à une méthode d'investigation spécifique, leur permet de surmonter toutes les difficultés identifiées alors comme préjudiciables au succès de ce type d'expérience. / We focus on an aspect of the history of special relativity theory that has not received much attention yet, namely the search for an experimental verification of the relativistic velocity dependency of inertia. Former historical studies on Kaufmann's 1906 and Bucherer's 1908 experiments are pursued. It is shown that verifying Lorentz-Einstein's formula is still a challenge after 1911. We concentrate here on Charles-Eugène Guye's works with students Simon Ratnowsky (1907-1910) and Charles Lavanchy (1913-1915). The second experiment is shown to be considered as the most precise verification of Lorentz-Einstein's formula by a large number of 1920s physicists. The replication method is used to probe Guye and Lavanchy's experiment. They are able to solve every then known difficulty in successfully performing such an experiment, through a great mastership of the crucial issue of cathode ray emission, together with a specific investigation method.