História da ciência aliada à dramaturgia no ensino de química: possibilidades e desafios
| Ano de defesa: | 2016 |
|---|---|
| Autor(a) principal: |
Hipólito, Eliane Souza dos Reis
 |
| Orientador(a): |
Cunha, Marcia Borin da
|
| Banca de defesa: |
Meglhioratti, Fernanda Aparecida
,
Aires, Joanez Aparecida
,
Justina, Lourdes Aparecida Della
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/3362 |
Resumo: | The forms of the History of Science approach to teaching has been the subject of numerous investigations among historians and researchers in science education and Chemistry, because it is considered that its inclusion in teaching could allow understanding the nature of science, as it covers the construction process of science and organization of scientific knowledge. In this research, our objective is to investigate how the History of Science allied to drama can contribute to Chemistry teaching and the perception of the students about the nature of science. We proposed the reading of texts on the lives of scientists and drama in the classroom, to high school sophomores, from a public school in the city of Toledo – PR. Our research has three main focuses. At first phase, we investigated which perceptions of science and scientists have students made from the readings and socializing in the classroom (seminars). In the second phase, our concern was focused on the textual production (screenplay writing) and theatrical presentation in groups, seeking to identify whether students have positioned themselves as authors. At last, we investigated the ideas of students about the possibilities and challenges of using the History of Science allied with drama in the classroom (testimonials), seeking to evaluate the project and its relevance to the Chemistry Teaching. The results obtained from the students suggests that contributed to the humanization of science for students to realize that science is not something isolated, but a human construction, which has discord in many ways, not being governed by endless formulas; that the scientist is a man of his time and can dispute power with other scientists, and can have only personal interests or suffer the consequences of their actions. Due to the difficulties encountered by students to position themselves as authors of the scripts, we believe that the reading habits greatly influence the way to relate to the text and interpret. The drama can be used to address the history of science, but there are many challenges to be overcome, both by the teacher and by the students |