Full text
| |
| Author(s): |
Thaís Cyrino de Mello Forato
Total Authors: 1
|
| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2009-05-29 |
| Examining board members: |
Mauricio Pietrocola Pinto de Oliveira;
Anna Maria Pessoa de Carvalho;
Olival Freire Junior;
Manoel Roberto Robilotta;
Cibelle Celestino Silva
|
| Advisor: | Mauricio Pietrocola Pinto de Oliveira; Roberto de Andrade Martins |
| Field of knowledge: | Humanities - Education |
| Indexed in: | Banco de Dados Bibliográficos da USP-DEDALUS; Biblioteca Digital de Teses e Dissertações - USP |
| Location: | Universidade de São Paulo. Biblioteca da Faculdade de Educação; T 375.2; F692n |
| Abstract | |
The relevance of teaching about science, instead of teaching only the traditional and systematized scientific concepts, has been an important issue for educational researches over the last decades. In this new approach, the use of history of science is a promising pedagogical strategy to introduce the development of scientific knowledge in the context of education. However, when one tries to reconcile the demands of both didactic-pedagogical and historic-epistemological fields, many obstacles become evident. Accordingly, this thesis analyzes the challenges that are faced and the emerging solutions obtained from the combination of a theoretical framework and an empirical investigation. The methodological strategy that was employed confronts those challenges with the elaboration, application and analysis of a pilot course on the history of optics for secondary school students. Three historical episodes concerning the theory of light were chosen in order to challenge students naïve inductive-empiricist conceptions of the nature of science. We were able to identify a set of obstacles, to propose strategies to face them, to apply those strategies in real classroom situations and to analyze the data gathered from the recordings of the classes. As a result, we have developed viable solutions and realized that some of them still need to be improved. A qualitative research methodology guided our process of elaboration, application and data analysis of the teaching-learning sequence that was implemented. The results point out possibilities of generalization which can be regarded as initial parameters for future researches that focus on the use of history and philosophy of science in scientific education. (AU) | |