Natureza da ciência por meio de narrativas históricas: os debates sobre a natureza da luz na primeira metade do século XIX

• Ano de defesa: 2019
• Autor(a) principal: Oliveira, Rilavia Almeida de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA
• Palavras-chave em Português: Natureza da Ciência (NDC); História e Filosofia da Ciência (HFC); Narrativa histórica; Natureza da luz; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/27754

In the context of research in the area of science teaching that advocates History and Philosophy of Science (HPS) as a didactic approach to problematizing aspects of the Nature of Science (NOS) in teaching, this thesis starts from the following questions: How does the interface between historical episode and themes of NOS can be materialized from the construction of historical narratives? What are the potentialities and difficulties of working on NOS themes from historical narratives? How can historical narratives foster the discussion and understanding of NOS issues? More specifically, the objective was to investigate the potentialities and limitations of working on themes of NOS with Physics teachers in initial/undergraduation formation, starting from historical narratives, based on the debates about the nature of light in the early nineteenth century. With this aim, studies were initially carried out on the nature of light in the first half of the 19th century, specifically with reference to the French and British contexts, from primary and secondary sources, in order to understand the historical episode and its conceptual and epistemological aspects. In the sequence, we sought to investigate how the historical episode studied can contribute to the discussion of themes of the NOS in Physics teaching. From the interface between historical episode and themes of NOS, a historical narrative was constructed as a tool for the discussion of themes of NOS in teacher training. In the empirical part of the research, a didactic intervention was elaborated that sought to problematize NOS themes from the constructed historical narrative. The intervention was carried out in a curricular component of the Licentiate Degree in Physics of the State University of Paraíba. In order to obtain the data, questionnaires, interviews, audio recordings of the discussions held in the classroom and recording of field notes by the teacher-researcher after the lessons were used. The analysis of the data provided indications that the historical narrative built from the historical episode contributed to the effective problematization of several themes of the NOS. The majority of the students presented a good understanding about the themes of NOS problematized throughout the proposal. However, the intervention also highlighted the complexity involved in problematizing conceptions about NOS of students - future teachers in training.