A história da Ciência viabilizando a contextualização do ensino de Física

• Ano de defesa: 2017
• Autor(a) principal: Santos, Ricardo Figueiredo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: História da Ciência; Leis do movimento; Matemática; CNPQ::CIENCIAS EXATAS E DA TERRA; History of Science; Motion laws; Mathematics
• Link de acesso: http://ri.ufmt.br/handle/1/3380

The study carried out in this paper used the historical approach on events that influenced Newton’s Laws of Motion, aiming at providing a better understanding of the phenomena related to Kinematics, content studied in the first year of High School. In this perspective, the need for this proposal was due to lack of teachers with a degree in Physics, that is, the teachers who participated of the research, in their totality, are graduated in other degrees, mainly in Mathematics. Meeting this public of graduates in Mathematics teaching Physics, led us to think of History as a way to mediate the understanding between the phenomenon studied and the Mathematics used to understand it. Thus, making it possible from these historical approaches, for the students to understand that Physics is not an extension of Mathematics. In relation to the theoretical basis for the study, Tales of Miletus, Eratosthenes, Archimedes, Nikolaus Copernicus, Galileo Galilei, Johannes Kepler were addressed, and they were wise men and scholars that preceded Isaac Newton and used Mathematics as a tool for their studies and experiments that, in a way, contributed to the formalization of the three Laws of Motion and the Universal Gravitation Law. The development of the research arose from a directed study and a workshop. In these two moments, the objectives were presented and the materials made available for the development of experiments related to Kinematics, but it was up to each group to define which materials would be used for any experiment presented. Therefore, both in the directed study and in the workshop, the historical approach supported the introduction of the theories and postulates addressed in the experiments. This methodology allowed us to perceive that History of Science can be a didactic tool applicable in the classroom, in order to provide stimulus to learning.