Representações sociais sobre História e Filosofia da Ciência na licenciatura em Química
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Data
2020-03-03
Autores
Prado, Kamila Ferreira
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa busca evidenciar a importância que uma disciplina pedagógica, como Didática das Ciências para a graduação em Licenciatura em Química, apresenta como possibilidade de contribuição para as modificações nas concepções e reflexões sociais sobre História e Filosofia da Ciência. Ao iniciar a disciplina de Didática das Ciências foram observadas concepções consideradas distorcidas sobre as Características da Ciência, após cursarem a disciplina de História e Filosofia da Ciência e Ensino de Ciências. A disciplina de Didática das Ciências buscou evidenciar aspectos sobre a temática com a finalidade de transformar as concepções dos licenciandos em representações mais próximas das científicas. As Representações Sociais foram acessadas com base nos estudos de Serge Moscovici, escolhida com base na Psicologia Social, permitindo uma reflexão sobre as contribuições para a apreensão da realidade, uma experiência consciente sobre os conceitos construídos socialmente, juntamente com realização da análise segundo a abordagem Fenomenológica de Giorgi para pesquisa qualitativa. A disciplina de Didática das Ciências propôs a execução de um planejamento englobando a temática sobre os aspectos históricos e filosóficos, bem como sua importância e reflexos sociais. A pesquisa comprovou a importância que uma disciplina pedagógica pode representar na concepção sobre as Características da Ciência e História e Filosofia da Ciência, onde mitos científicos foram disseminados após reflexão em um período estruturado para isto. Visões sobre a importância de discussões docentes, discentes, pesquisas acessíveis e sociedade foram evidenciadas com um olhar com criticidade e reflexão para História e Filosofia da Ciência. Pode ser elencado que os discentes foram positivamente influenciados pela disciplina de Didática das Ciências quanto à temática de História e Filosofia da Ciência, o último movimento de redução fenomenológica realizada na análise das entrevistas resultou em uma invariante sobre reflexos positivos da temática na graduação, onde os discentes observaram e identificaram a importância com uma compreensão correta do ponto de vista científico da História e Filosofia da Ciência.
This research seeks to highlight the importance that a pedagogical discipline, such as Didactics of Sciences for undergraduate degree in Chemistry, presents as a possibility of contribution to changes in conceptions and social reflections on History and Philosophy of Science. When beginning the discipline of Didactics of Sciences, conceptions considered distorted about the Characteristics of Science were observed, after studying the discipline of History and Philosophy of Science and Science Teaching. The discipline of Didactics of Sciences sought to highlight aspects on the theme in order to transform the conceptions of licensors into representations closer to the scientific ones. Social Representations were accessed based on the studies of Serge Moscovici, chosen based on Social Psychology, allowing a reflection on contributions to the apprehension of reality, a conscious experience on the concepts constructed socially, together with the analysis according to Giorgi's Phenomenological approach to qualitative research. The discipline of Didactics of Sciences proposed the execution of a planning encompassing the theme on historical and philosophical aspects, as well as its importance and social reflexes. The research proved the importance that a pedagogical discipline can represent in the conception about the Characteristics of Science and History and Philosophy of Science, where scientific myths were disseminated after reflection in a period structured for this. Views on the importance of teacher discussions, students, accessible research and society were evidenced with a look with criticality and reflection for history and philosophy of science. It can be argued that the students were positively influenced by the discipline of Didactics of Sciences regarding the theme of History and Philosophy of Science, the last movement of phenomenological reduction performed in the analysis of the interviews resulted in a invariant on positive reflections of the theme in graduation, where the students observed and identified the importance with a correct understanding from the scientific point of view of the History and Philosophy of Science.
This research seeks to highlight the importance that a pedagogical discipline, such as Didactics of Sciences for undergraduate degree in Chemistry, presents as a possibility of contribution to changes in conceptions and social reflections on History and Philosophy of Science. When beginning the discipline of Didactics of Sciences, conceptions considered distorted about the Characteristics of Science were observed, after studying the discipline of History and Philosophy of Science and Science Teaching. The discipline of Didactics of Sciences sought to highlight aspects on the theme in order to transform the conceptions of licensors into representations closer to the scientific ones. Social Representations were accessed based on the studies of Serge Moscovici, chosen based on Social Psychology, allowing a reflection on contributions to the apprehension of reality, a conscious experience on the concepts constructed socially, together with the analysis according to Giorgi's Phenomenological approach to qualitative research. The discipline of Didactics of Sciences proposed the execution of a planning encompassing the theme on historical and philosophical aspects, as well as its importance and social reflexes. The research proved the importance that a pedagogical discipline can represent in the conception about the Characteristics of Science and History and Philosophy of Science, where scientific myths were disseminated after reflection in a period structured for this. Views on the importance of teacher discussions, students, accessible research and society were evidenced with a look with criticality and reflection for history and philosophy of science. It can be argued that the students were positively influenced by the discipline of Didactics of Sciences regarding the theme of History and Philosophy of Science, the last movement of phenomenological reduction performed in the analysis of the interviews resulted in a invariant on positive reflections of the theme in graduation, where the students observed and identified the importance with a correct understanding from the scientific point of view of the History and Philosophy of Science.
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História e Filosofia da Ciência, Licenciatura em Química, Representações sociais, History and Philosophy of Science, Licentiate in Chemistry, Social representations