Da Lei de Titius-Bode ao embate entre a Materia Escura e a Dinamica de Newton Modificada: uma trajetoria epistemologica pela Astronomia
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Standard
in: Revista Brasileira de Ensino de Fisica, Jahrgang 44, e20210382, 2022.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Da Lei de Titius-Bode ao embate entre a Materia Escura e a Dinamica de Newton Modificada
T2 - uma trajetoria epistemologica pela Astronomia
AU - Lima, Nathan Willig
AU - Alves-Brito, Alan
AU - Nascimento, Matheus Monteiro
N1 - Publisher Copyright: © Sociedade Brasileira de Fisica
PY - 2022
Y1 - 2022
N2 - In undergraduate courses, discussions on Epistemology are usually made disconnected from technical discussions, often carried out only in specific disciplines. Seeking to break this chasm between the technical and pedagogical contents of Physics degrees, we present an analysis of na outreach course on Astrophysics and Epistemology, offered to science teachers and Physics undergraduates. In this course, different episodes of Astronomy and Astrophysics were discussed accordingly to epistemological conceptions. Our objective was to allow students to reflect on their own conceptions, confronting them with the different possibilities. To evaluate the intervention, a pre-test and post-test were carried out, in which the participants expressed their agreement with 10 statements about the nature of science. Responses were analyzed using the statistical method of Multidimensional Scaling. Our results show that, initially, the answers lacked internal consistency and the participants showed the same degree of agreement regarding competing views on the nature of science. After the course, the participants began to position themselves more coherently, agreeing with characteristics of the same epistemological vision and moving away from competing visions.
AB - In undergraduate courses, discussions on Epistemology are usually made disconnected from technical discussions, often carried out only in specific disciplines. Seeking to break this chasm between the technical and pedagogical contents of Physics degrees, we present an analysis of na outreach course on Astrophysics and Epistemology, offered to science teachers and Physics undergraduates. In this course, different episodes of Astronomy and Astrophysics were discussed accordingly to epistemological conceptions. Our objective was to allow students to reflect on their own conceptions, confronting them with the different possibilities. To evaluate the intervention, a pre-test and post-test were carried out, in which the participants expressed their agreement with 10 statements about the nature of science. Responses were analyzed using the statistical method of Multidimensional Scaling. Our results show that, initially, the answers lacked internal consistency and the participants showed the same degree of agreement regarding competing views on the nature of science. After the course, the participants began to position themselves more coherently, agreeing with characteristics of the same epistemological vision and moving away from competing visions.
KW - Astronomy
KW - Epistemology
KW - Teacher education.
UR - http://www.scopus.com/inward/record.url?scp=85125079357&partnerID=8YFLogxK
U2 - 10.1590/1806-9126-RBEF-2021-0382
DO - 10.1590/1806-9126-RBEF-2021-0382
M3 - Zeitschriftenaufsätze
AN - SCOPUS:85125079357
VL - 44
JO - Revista Brasileira de Ensino de Fisica
JF - Revista Brasileira de Ensino de Fisica
SN - 0102-4744
M1 - e20210382
ER -