Proposição de uma sequência didática para formação de professores centrada na discussão da natureza da ciência por meio de estudo histórico do telescópio de Galileu

Abstract

The necessity to include, in science curricula, instruction regarding studies on the Nature of Science, in order to promote more adequate conceptions about the scientific enterprise, particularly in science education, has been a concern among researchers in education and philosophical science, from the early twentieth century. This discussion is important for teachers training in the defense of the empiricist-inductive view of science, in order to get closer views of contemporary epistemology. In this sense, the objective of this study is to make a historical study of Galileo's telescope and discuss how this study could encourage the construction of a didactic sequence centered on consensual points of Nature of Science, to be used in view of the reflective model in the process of teachers training. In addition, through this discussion, we built a didactic sequence in order to corroborate the learning aspects of the Nature of Science and science teachers training, who teach to the last two years of the initial series (8th and 9th grades) and/or who teach physics to high school. To this purpose, we used documentary research and case study proposed by Arthur Historic Stinner as methodology. Thus, in the historical study, we noted the theoretical elements that influenced the improvement of work of Galileo's telescope, such as design of experiments, search for accuracy and precision, studies of the combination of lenses and contact with the first lunette. This contributes to the understanding that theory precedes observation, breaking with the view that knowledge only comes from an observational and experimental base, challenging the individualistic and neutral view of science. In this sense, this discussion is important for teachers training to challenge the empiricist-inductive view of science, in order to get closer views of contemporary epistemology, which is represented by: Kuhn, Koyré, Feyerabend, Popper, Lakatos, Latour, Laudan, among others.