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Univ., Diplomarbeit, 2002--Frankfurt (Main)

Thesis (M.A.)--Trinity Evangelical Divinity School, 1992. / Abstract. Includes bibliographical references (leaves 97-100).

Thesis (Ph. D.)--Westfälische Wilhelms-Universität zu Münster, 1984. / Vita. Includes bibliographical references (p. 471-499).

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-15Bitstream added on 2014-06-13T19:42:10Z : No. of bitstreams: 1 silva_ohm_dr_bauru.pdf: 1408336 bytes, checksum: b980085eaf3aec4babe9c77cf1acd541 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O desenvolvimento de estratégias de ensino de conceitos científicos por inspiração na filosofia da ciência tem sido objeto de vários estudos na área de educação em ciências. Com base em alguns desses trabalhos, esta pesquisa estrutura uma proposta de estratégia para o ensino de física que inclui a Reconstrução Racional Didática (RRD) com visão filosófica implícita inspirada na espistemologia e reconstrução racional de Lakatos. A inclusão da RRD como um passo específico de uma estratégia de ensino lakatosiana tem a intenção de exemplificar situações racionais de comparação de teorias rivais e, com isso, preparar o aluno para posteriores debates entre concepções rivais alternativas e científicas de modo a auxiliar o aprendizado destas últimas. A presente estratégia de ensino lakatosiana é proposta de uma maneira pragmática por constituir-se de uma sintética sequência de passos ao se apoiar em duas estratégias racionais de ensino (Niaz, 1998 e Rowell, 1989), mas sofisticando-a em relação a estas últimas por considerar a intenção acima mencionada. Realiza-se uma aplicação no processo de ensino/aprendizagem dos conceitos de calor e temperatura, na qual, por uma metodologia qualitativa, as análises dos resultados procuram mostrar que a presente sugestão da inserção da RRD pode ser uma maneira proveitosa de preparar os alunos para debates racionais. / The development of strategies for teaching physics concepts inspired in the phylosophy of science has been tem aim of various studies in science education. Based on some of these investigatins, this research structures a physics teaching strategy proposal which includes the didactical rational reconstruction (DRR) with a philosophical implicit view inspired in the lakatosian epistemology and rational reconstruction. The inclusion of the DRR as a specific step of a lakatosian teaching strategy intends exemplify rival theories comparison rational situations and, with that, to prepare the student to further debates among alternative and scientific rival conceptions in order to help learning these last ones. To present lakatosian teaching strategy it is proposed by constituting of a synthetic sequence of steps when leaning on in two rational stratagies of teaching in a pragmatic way (Niaz 1998 and Rowell 1989), but developing her in relation to these last ones for considering the concern above mentioned. An application is accomplished in the process of teaching of the concepts of heat and temperature, in the one which, for a qualitative methodology, the analyses of the results try to show that to present suggestion of the insert of the DRR can be an interesting way to prepare the students for rational debates.

Orientador: Carlos A. Lungarzo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-20T09:15:40Z (GMT). No. of bitstreams: 1 Ferreira_ClaudiaUrbano_M.pdf: 2736293 bytes, checksum: 38315347d290f396b65b380ad3d6ebd3 (MD5) Previous issue date: 1995 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Mestre em Filosofia

The aim of this dissertation is to explore the nature of scientific progress and to broaden existing theories of what constitutes progress in science. I do this by means of a close analysis of the main post-Kuhnian philosophical accounts of scientific progress, namely those put forward by Imre Lakatos, Larry Laudan and Philip Kitcher. I test these three accounts by reconstructing a series of scientific episodes in evolutionary ecology in terms of each account and then assessing the degree to which each account incorporates what is progressive. The episodes I have selected concern the resource competition research of Dolph Schluter on Galapagos finches and related work leading up to it. After distinguishing between macroscopic and microscopic levels in science, I attend carefully to the microscopic level of each episode as it relates to epistemic progress. This investigation demonstrates that some important aspects of scientific progress have been overlooked. I conclude that there are three main ways in which the philosophies of science surveyed do not adequately represent instances of scientific progress. First, the accumulation of factual knowledge is not well accommodated. Second, the role of evidence and argument in scientific theories is not adequately captured. Third, the fine-grained level at which much important epistemic progress in science occurs is often not accounted for. These criticisms relate to a more general tendency of contemporary philosophical accounts to emphasize the macroscopic level of entire research programmes and traditions while failing to attend to the microscopic level of progress inherent in a detailed case study. I end by offering a positive account of scientific progress in light of these criticisms.

Orientador : Antonio Miguel / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-01T11:52:27Z (GMT). No. of bitstreams: 1 Jesus_WilsonPereirade_D.pdf: 1668667 bytes, checksum: 1236005663c18044409a6c53c2adc5dc (MD5) Previous issue date: 2002 / Doutorado

Orientador: Fatima Regina Rodrigues Evora / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-25T18:45:26Z (GMT). No. of bitstreams: 1 Custodio_MarcioAugustoDamin_M.pdf: 7539777 bytes, checksum: 9da092713860e5b2dc1921c2dff540e4 (MD5) Previous issue date: 1999 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Mestre em Filosofia