As leis de Kepler em livros didáticos de física : a ciência enquanto construção humana

• Ano de defesa: 2012
• Autor(a) principal: BARROS, Renato Lima da Silva
• Orientador(a): TENÓRIO, Alexandro Cardoso
• Banca de defesa: MIRANDA, Antonio Carlos da Silva, SUNDHEIMERA, Michael Lee, MARTINS, André Ferrer Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/57462/0013000008sfj
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Livro didático; Ensino de física; História da ciência; Leis de Kepler
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7474

Many researches argue that the history of science can humanize the scientific content and relate them to the interests of ethical, cultural and political society. However, one must take into consideration that the history of science, and how, should be worked in the teaching learming to achieve education goals. Taking as cropping history, the German astronomer Johannes Kepler, through its laws this study sought to examine the potential of the story conveyed in textbooks of Physics High School of PNLEM, to overcome the common sense of science as absolute truth, tied to a universal scientific method, in the direction of science as a human construction. In general the historical information contained in textbooks are shallow, rarely allowing the understanding of the complexity of the process of the construction of scientific knowledge, thus contributing to distorted views of science. We observe, finally that authors fall short documents or original texts in textbooks. The inclusion of primary sources could provide more in depth discussions on the development of science. The books would need to incorporate in his speech on the history of science, information that would promote the understanding of science as a human endeavor and collective subject to criticism, and that interacts with the social environment, addressing certain episodes of history with greater detail through case studies that would enable deeper discussions.