História e filosofia da ciência : evolução das pesquisas em ensino de ciências e análise da perspectiva docente sobre essa abordagem

• Ano de defesa: 2017
• Autor(a) principal: Carvalho, Laís de Jesus
• Orientador(a): Guimaraes, Carmen Regina Parisotto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• País: Brasil
• Palavras-chave em Português: Ciência; Ensino de ciências; História da ciência; Formação de professores; Ciência da filosofia; Formação docente
• Palavras-chave em Inglês: History of science; Science teaching; Teacher training
• Área do conhecimento CNPq: OUTROS::CIENCIAS
• Link de acesso: https://ri.ufs.br/handle/riufs/5109

History and Philosophy of Science (HPS) makes it possible to understand the context in the building of scientific knowledge, its form of production and the influences of the time in which they were conceived. In teaching science, this approach allows the understanding of scientific production in a more humane way. In this sense, our objectives are to understand in which way HPS is being presented in researches on science teaching and to investigate the teaching practices of science and/or biology teachers in the city of Aracaju. The first part of the research consisted on mapping methodological, bibliographic and descriptive researches. The survey was carried out on two online databases, CAPES periodicals and Google Scholar, in the time frame from 1998 to 2016. The data was analyzed by quantitative and qualitative means. In the second part of the research, semi-structured interviews were made with science and/or biology teachers from the city of Aracaju about the use of HPS in their classes, followed by a qualitative analysis based on Bardin’s content analysis. The analysis evidenced that the number of researches in the HPS field, in science teaching in Brazil, grew between the years 1998 and 2016 and that public institutions, in special the federal universities in the southeast and northeast of Brazil were more distinguished in the scientific production. The teaching of physics still remained the field with the greater number of researches and focusing the publications mainly to the making, validation and application of didactic resources. The analysis of the 14 interviews with the teachers showed that few of them had contact with science’s historical and philosophical questions during their initial education. In addition, in spite of recognizing the importance of the historical and philosophical perspective of science in teaching, it was utilized only in punctual subjects, regarding the inclusive approach. Among the main subjects used with this approach, some stand out: evolution, origins of life, cell and genetics. Regarding the difficulties faced by applying HPS in their classes, the teachers mentioned the lack of time, excess of content, lack of didactic resources, resistance from the students on the subject, lack of training and the difficulties in making the didactic transposition. In this way, we emphasize the importance of this approach in teacher education, not only as a discipline, but didactically spread among all disciplines of biology in order to minimize issues that arise from its implementation in the teaching process.