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Previous issue date: 2014-05-26 / The use of the History and the Philosophy of Science (HPS) for the teaching of science
and scientific subjects has been advocated in recent decades. It has been pointed out that
the History of Science could make for a deeper learning of scientific concepts, since it
would promote a contact with the problems which that knowledge has set out to solve.
Furthermore, historical episodes would serve to put the discussions about the nature of
scientific knowledge into context. With a view to explore those potentialities, the
literature in the field has sought to identify the challenges and obstacles for the didactic
transposition of subjects from the History of Science. Amongst many aspects, the
deficiencies in the training of teachers, so that they can work with the insertion of HPS
in the classroom have been highlighted. Another aspect that has been mentioned to be a
challenge has to do with the didactic transposition of the Primary Sources, that is, of the
original texts on the History of Science. The Primary Sources have significant
potentialities: making a connection possible between scientists and concepts, showing
the difficulties faced during scientific endeavors, perceiving the role of mistakes as
obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little
exploration of these concepts in an educational context, due to their own peculiarities.
The original texts are often hard to understand and their interpretation demands
knowledge of the historical and scientific context in which they were written, as well as
skills pertaining to the conduction of research in the field of the History of Science.
With this scenario in mind, the research towards this Professional MSc degree starts
from the challenge of elaborating and discussing proposals which could enable the
didactical transposition of the Primary Sources. We have worked specifically with
Primary Sources on the History of the Vacuum and of the Atmospheric Pressure,
because of the insertion of these subjects in the Brazilian High School curriculum, in
connection with the didactical textbooks. "Historic Journals" were made up from
clippings of the original historical texts, as was a Didactical Unit, which takes the usual
textbooks as a basis and contemplates using the Journals and the entire Primary Sources
in High School. At last, we have elaborated and implemented a course designed for the
preparation of teachers and for being an opportunity for the discussion of the feasibility
of putting these kinds of proposal into practice / Tem-se advogado nas ?ltimas d?cadas a respeito da utiliza??o da Hist?ria e Filosofia da
Ci?ncia para o ensino de conte?dos cient?ficos e sobre a ci?ncia. Aponta-se que a
Hist?ria da Ci?ncia poderia possibilitar um aprendizado mais aprofundado dos
conceitos cient?ficos, uma vez que permitiria o contato com os problemas a que esses
conhecimentos buscaram resolver. Os epis?dios hist?ricos serviriam, ainda, como
contextualiza??o para discuss?es a respeito da natureza do conhecimento cient?fico.
Tendo em vista o interesse em explorar essas potencialidades, a literatura da ?rea tem
buscado identificar os desafios e obst?culos da transposi??o did?tica da Hist?ria da
Ci?ncia. Dentre muitos aspectos, as lacunas na forma??o dos professores para atuar na
inser??o da HFC no Ensino t?m sido apontadas. Outro aspecto citado como desafio diz
respeito ? dificuldade da transposi??o did?tica das Fontes Prim?rias, isto ?, dos textos
originais da Hist?ria da Ci?ncia. As Fontes Prim?rias teriam potencialidades
significativas: viabiliza??o da conex?o dos conceitos com os cientistas, visualiza??o do
caminho ?rduo do empreendimento cient?fico, percep??o do o papel do erro como
obst?culo a ser superado e n?o como derrota, etc. Por outro lado, esses recursos seriam
ainda pouco explorados no contexto educacional devido ?s suas pr?prias peculiaridades.
Os textos originais costumam ser de dif?cil leitura e sua interpreta??o requer
conhecimentos a respeito do contexto hist?rico e cient?fico em que foram elaborados,
bem como habilidades inerentes ? pesquisa em Hist?ria da Ci?ncia. Frente a esse
cen?rio, o presente Trabalho de Conclus?o deste Mestrado Profissional parte do desafio
de atuar na elabora??o e discuss?o de propostas visando a transposi??o did?tica de
Fontes Prim?rias. Especificamente, trabalhou-se com Fontes Prim?rias da Hist?ria do
V?cuo e da Press?o Atmosf?rica tendo em vista a sua inser??o no Ensino M?dio de
forma articulada aos livros did?ticos. Foram elaborados Jornais Hist?ricos a partir de
recortes dos textos hist?ricos originais, bem como uma Unidade Did?tica, que parte do
material did?tico usual e contempla a utiliza??o dos Jornais e Fontes Prim?rias
completas no Ensino M?dio. Elaborou-se e implementou-se, por fim, um curso voltado
? instrumenta??o de professores como espa?o de discuss?o sobre a utiliza??o desse tipo
de proposta
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16115 |
| Date | 26 May 2014 |
| Creators | Batista, Giovanninni Leite de Freitas |
| Contributors | CPF:26114597893, http://lattes.cnpq.br/2070193023615764, Camelo, Midori Hijioka, CPF:04715580870, http://lattes.cnpq.br/0031580652587154, Freitas, Daniel Brito de, CPF:57947139334, http://lattes.cnpq.br/2709876077692695, Martins, Roberto de Andrade, CPF:49388487834, http://lattes.cnpq.br/1303182900555819, Ferreira, Juliana Mesquita Hidalgo |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica, UFRN, BR, Ensino de Ci?ncias Naturais e Matem?tica |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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