History of physics: a teaching proposal based on the evolution of its ideas

Authors

  • Nádia Vilela Pereira Instituto Federal de Educação, Ciência e Tecnologia do Tocantins
  • Tânia Inácio de Oliveira Pontifícia Universidade Católica de Minas Gerais
  • Cláudio Boghi Universidade Anhembi Morumbi
  • Juliano Schimiguel Universidade Cruzeiro do Sul
  • Dorlivete Moreira Shitsuka Centro Universitário das Faculdades Metropolitanas Unidas

DOI:

https://doi.org/10.17648/rsd-v4i4.93

Keywords:

History of physics; physical education; scientific knowledge; history of science.

Abstract

The History of Physics stands out as a possibility to help make teaching more critical Physics, revealing a concern to make it more efficient and more adjusted to reality. Knowing the history of physics, its development and the process of acceptance of scientific theories can help to emphasize the non-linearity of physics and the different readings that it can have, for history shows us "why" of the conceptual categories of science. The considerations of this article try to show the need for contextualized Physics in its history and the importance of the history of physics as a fundamental axis in the teaching - learning process.

References

AUSUBEL, D.P. Educational psychology: a cognitive view. New York: Holt, Rinehart and Winston, 1968.

AUSUBEL, David P.; NOVAK, Joseph D.; HANESIAN, Helen. Psicologia educacional. Rio de Janeiro: Interamericana, 1980.

BRASIL. Parâmetros Curriculares Nacionais do Ensino Médio. Brasília, 2002.

FONSECA, Géssica Fabiely; SOARES, Mariane de Araújo; MAGALHÃES, Rita de Cássia Barbosa Paiva. Concepções de ensino e aprendizagem de alunos de licenciatura da Universidade Federal do Rio Grande do Norte: um estudo exploratório. Research, Society and Development, v. 1, n. 2, p. 168-181, 2016.

GLEISER, M., A dança do universo: Dos mitos de criação ao Big-Bang. São Paulo: Cia das Letras, 1997.

HEWITT, Paul G. Física conceitual. Porto Alegre: Bookman, 2002.

LEONTIEV, A. O desenvolvimento do psiquismo humano. São Paulo: Centauro, 2004.

MARTINS, R. A. Arquimedes e a coroa do rei: problemas históricos. Caderno Catarinense de Ensino de Física, v. 17, n. 2, p. 115-121, 2000.

MATTHEWS, M. Science teaching: the role of history and philosophy of science. Routledge, New York and London, 1994.

MOREIRA, M. A. Teorias da aprendizagem. São Paulo: EDU, 1999.

MOREIRA, M. A.; MASINI, E. A. F. S. Aprendizagem significativa: a teoria de David Ausubel. São Paulo: Editora Moraes, 1982.

PIAGET, J. Aprendizagem e conhecimento. In: PIAGET, J; GRÉCO, P. Aprendizagem e conhecimento. Rio de Janeiro: Freitas Bastos, 1974.

POPPER, K. A Lógica da pesquisa científica. São Paulo: Cultrix, 2001.

POPPER, K. El desarrollo del conocimiento científico: conjeturas v refutaciones. Buenos Aires: Paidos, 1983.

SANTO, Eniel do Espírito. Ensinar e aprender na Educação a Distância: um estudo exploratório na perspectiva das práticas tutoriais. Research, Society and Development, v. 3, n. 2, p. 92-114, 2016.

SILVA, Josenildo Pereira da; SILVA, Petrônio José da. Discente com autismo na sala de aula regular: o que fazer. Research, Society and Development, v. 2, n. 2, p. 122-135, 2016.

SOARES, Márcia Torres Neri. A proposta curricular em ação: caminhos formativos para o (re) pensar da organização pedagógica e a deficiência no espaço escolar. Research, Society and Development, v. 2, n. 2, p. 107-121, 2016.

VYGOTSKY, L.S. Pensamento e linguagem. São Paulo: Martins Fontes, 1989.

VYGOTSKY, L.S. A formação social da mente. São Paulo: Martins Fontes, 1998.

Downloads

Published

19/04/2017

How to Cite

PEREIRA, N. V.; OLIVEIRA, T. I. de; BOGHI, C.; SCHIMIGUEL, J.; SHITSUKA, D. M. History of physics: a teaching proposal based on the evolution of its ideas. Research, Society and Development, [S. l.], v. 4, n. 4, p. 251-269, 2017. DOI: 10.17648/rsd-v4i4.93. Disponível em: https://www.rsdjournal.org/index.php/rsd/article/view/93. Acesso em: 18 apr. 2024.

Issue

Vol. 4 No. 4

Section

Articles

License

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.