A confluência entre história e filosofia da ciência e o uso de objetos virtuais de aprendizagem: um estudo de caso na formação docente
The History and Philosophy of Science (HPS) plays an important role in scientific education, it enables the development of critical and contextualized thinking, it approaches scientific knowledge as an attempt to solve problems, as opposed to simplistic, a-problematic and ahistorical views about s...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27134 |
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| Resumo: | The History and Philosophy of Science (HPS) plays an important role in scientific education, it
enables the development of critical and contextualized thinking, it approaches scientific
knowledge as an attempt to solve problems, as opposed to simplistic, a-problematic and ahistorical views about science. It is discussed in this dissertation that the historical content can
be problematized through the Virtual Learning Objects (VLO), didactic resources such as
animations and interactive digital simulations, enabling the promotion of the development of
critical and creative thinking. It is also emphasized that these digital didactic resources can
present/display historiographical defects or lead to errors of interpretation. Thus, we developed
and applied an initial teacher training course on the historiography of science, the nature of
science and historical contents concerning the history of vacuum and atmospheric pressure in
basic education focused on a digital animation entitled “The history of the Barometer”. Among
the main results obtained, it was observed that the undergraduate students performed a very
strong and critical analysis of the digital animation, since they perceived problems as traces of
Whig and Pedigree historiography, anachronisms, simplistic visions of science, historical errors
and inadequacies from the graphic point of view. Combined with the highly entertaining nature
of the digital animation, these results motivated the undergraduate students to look for
alternatives that allowed dealing with the identified problems through editing the script of the
original animation. Keeping the total exhibition time of the subtitles and minimally respecting
their synchronism with the animation, the editing has resulted in new scripts that are more
appropriate from a historical and philosophical point of view. |
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