Aceitação e aplicação da epistemologia e história da ciência como metodologia educacional aplicável ao ensino de Física

Abstract

Prompted by the observation and indescribable desire to know, caused by the degree in physics from UFC, and observation of student survey conducted by Francisco Erasmo Alves Viana for the realization of his monograph, which talks about the didactic and pedagogical trends for teaching physics with a topic that talks about the methods of science teaching and the inclusion of the history of science in primary school and didactic material physics. We also touched curiosity when we become aware of the high dropout rate occurred in distance learning course on the epistemology of science, taught on the platform MOODLE for the degree course in physics in the period 2012.1, prepared by graduate student Francisco Alexandre Feitosa de Oliveira instigated us, to seek the reasons for which the subjects may have a significant relationship and their importance for the formation of the student body's Degree in Physics. Survey participants are conclusive and inconclusive enrolled in the Course Epistemology of Science (CES) that is linked to the Bachelor's Degree in Physics from the Federal University of Ceará. The CES occurred between 2012.1. The need to clarify some points in favor of using the History of Science in Teaching Physics in our research is the fact that it play an important and crucial in the development of educational activities. It behooves us, therefore, to discuss their role and analyzing the works cited discrepancies in some topics. Based on the theoretical framework could build a questionnaire, which through argumentative questions, we sought the possible reality check of knowledge and the importance of Epistemology and History of Science at confronting the questionnaire discrepancy and thus have a guiding point where we compared the results of surveys of the works cited above. Observing and drawing on the data, we can observe a relationship between those who completed and those who did not complete the course in Epistemology and History of Science and the importance given by these two groups, through direct questions to respondents. A questionnaire was developed, containing six questions on Epistemology and History of Science in order to make an analysis of the importance given to the subjects by the respondents and their training and inclusion in school textbooks.