Discutindo natureza da ciência no ensino médio: análise da potencialidade pedagógica de uma sequência didática que se utiliza do contexto do movimento terraplanista
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Data
2022-02-15
Autores
Bombardi, Guilherme Martins
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Discutir sobre ciência, em especial, sobre a Natureza da Ciência (NdC) no ensino, de modo geral, se mostra tão importante quanto se trabalhar conteúdos específicos de ciência, como leis e teorias. A importância e relevância dessa discussão se pronuncia, uma vez que a discussão de aspectos da NdC permitem aos alunos melhor percepção da construção do conhecimento científico, sendo, portanto, percebido numa dimensão que não é, exclusivamente, ao menos, de senso comum. O presente trabalho de pesquisa, no intuito de levar a discussão sobre NdC a alunos de ensino médio, busca analisar a potencialidade pedagógica de uma sequência didática, que é fundamentada na filosofia da ciência de Karl Popper e no contexto do movimento terraplanista, para avanço da percepção dos alunos acerca da NdC. A sequência didática foi desenvolvida em um minicurso junto a alunos da primeira série do ensino médio, durante cinco encontros. Com base nas gravações dos encontros, as falas dos alunos foram analisadas segundo o referencial da Análise de Conteúdo, na proposta de Moraes (1999), de forma que categorias foram criadas, todas pertencentes a uma única dimensão, que diz respeito a indícios de aspectos consensuais de NdC nas falas dos alunos. A partir da descrição e interpretação dessas categorias, percebeu-se indícios de que as atividades didáticas desenvolvidas contribuíram para o avanço da percepção dos alunos quanto aos seguintes aspectos consensuais de NdC: a ciência como uma tentativa de explicação do mundo; as observações são carregadas de teoria; a natureza dinâmica e mutável da ciência. Ademais, a abordagem do contexto do movimento terraplanista parece ter interessado aos alunos, mostrando-se relevante para que aspectos da NdC sejam discutidos, assim como para se discutir questões sobre a física e a geografia da própria Terra, e sobre outros astros, como o Sol e a Lua, uma vez que emergiram, durante esta abordagem, concepções dos alunos sobre estes tópicos. Conclui-se, com base nas considerações apresentadas, que a sequência didática desenvolvida pode contribuir para o avanço da percepção dos alunos acerca de alguns dos aspectos consensuais de NdC, bem como mostrar-se relevante para discussões que problematizem temas atuais, como o crescimento do movimento terraplanista.
Discussing science, especially the Nature of Science (NdC) in teaching, in general, is as important as working on specific science content, such as laws and theories. The importance and relevance of this discussion is pronounced, since the discussion of aspects of the NdC allows students to better perceive the construction of scientific knowledge, being, therefore, perceived in a dimension that is not exclusively, at least, of common sense. The present research work, in order to bring the discussion about NdC to high school students, seeks to analyze the pedagogical potential of a didactic sequence, which is based on Karl Popper's philosophy of science and in the context of the flat earth movement, to advance the students' perception of NdC. The didactic sequence was developed in a mini-course with students of the first year of high school, during five meetings. Based on the recordings of the meetings, the students' speeches were analyzed according to the Content Analysis framework, as proposed by Moraes (1999), so that categories were created, all belonging to a single dimension, which concerns evidence of aspects consensus of NdC in the speeches of the students. From the description and interpretation of these categories, it was noticed signs that the didactic activities developed contributed to the advancement of students' perception regarding the following consensual aspects of NdC: science as an attempt to explain the world; observations are theory-laden; the dynamic and changing nature of science. Furthermore, the approach to the context of the flat-earther movement seems to have interested the students, proving to be relevant for aspects of the NdC to be discussed, as well as for discussing questions about the physics and geography of the Earth itself, and about other celestial bodies, such as the the Sun and the Moon once emerged, during this approach, students' conceptions on these topics. It is concluded, based on the considerations presented, that the didactic sequence developed can contribute to the advancement of students' perception about some of the consensual aspects of NdC, as well as showing relevance to discussions that problematize current themes, such as the growth of the flat earther movement.
Discussing science, especially the Nature of Science (NdC) in teaching, in general, is as important as working on specific science content, such as laws and theories. The importance and relevance of this discussion is pronounced, since the discussion of aspects of the NdC allows students to better perceive the construction of scientific knowledge, being, therefore, perceived in a dimension that is not exclusively, at least, of common sense. The present research work, in order to bring the discussion about NdC to high school students, seeks to analyze the pedagogical potential of a didactic sequence, which is based on Karl Popper's philosophy of science and in the context of the flat earth movement, to advance the students' perception of NdC. The didactic sequence was developed in a mini-course with students of the first year of high school, during five meetings. Based on the recordings of the meetings, the students' speeches were analyzed according to the Content Analysis framework, as proposed by Moraes (1999), so that categories were created, all belonging to a single dimension, which concerns evidence of aspects consensus of NdC in the speeches of the students. From the description and interpretation of these categories, it was noticed signs that the didactic activities developed contributed to the advancement of students' perception regarding the following consensual aspects of NdC: science as an attempt to explain the world; observations are theory-laden; the dynamic and changing nature of science. Furthermore, the approach to the context of the flat-earther movement seems to have interested the students, proving to be relevant for aspects of the NdC to be discussed, as well as for discussing questions about the physics and geography of the Earth itself, and about other celestial bodies, such as the the Sun and the Moon once emerged, during this approach, students' conceptions on these topics. It is concluded, based on the considerations presented, that the didactic sequence developed can contribute to the advancement of students' perception about some of the consensual aspects of NdC, as well as showing relevance to discussions that problematize current themes, such as the growth of the flat earther movement.
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Palavras-chave
Karl Popper, Sequência didática, Natureza da ciência, Movimento terraplanista, Didactic sequence, Nature of science, Flat earther movement