masterThesis
Obstáculos epistemológicos no pensamento científico de Benjamin Franklin: contribuições para o ensino da eletricidade
Fecha
2021-02-11Registro en:
DOMINGOS, Fernanda Daniele de Sousa. Obstáculos epistemológicos no pensamento científico de Benjamin Franklin: contribuições para o ensino da eletricidade. 2021. 98f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Domingos, Fernanda Daniele de Sousa
Resumen
For decades, research in Science Education has directed part of his interests to discussions
involving History, Philosophy, and Sociology of Sciences. In this interface field, the
discussions promoted by philosophers of science who sought to build theoretical explanatory
models from the understanding of the historical development of science deserve attention.
Among them, we can highlight Gaston Bachelard (1884-1962), a French epistemologist and
philosopher of science, who proposes to analyze the history of sciences, their revolutions, as
well as the démarches of the scientific spirit, developing work with profound pedagogical
implications. One of the central concepts inaugurated by the Bachelardian historical
epistemology is that of an epistemological obstacle, which inevitably arises in the process of
construction of scientific knowledge that is intended to be objective. Based on this
framework, the objective was to investigate the appearance of some epistemological obstacles
in the studies on electricity by Benjamin Franklin (1706-1790), mainly in the ideas contained
in the work Experiments and Observations in Electricity, made in Philadelphia in America
(1769), that was taken as the basis for the analyzes. From this study, it was possible to
recognize the presence of obstacles, among them, the substantial and the verbal, mentioned by
Bachelard in his work The Formation of the Scientific Spirit (1938). In this direction, without
imposing parallelism, the knowledge of the “historical” epistemological obstacles can be
useful for the understanding of the conceptions and difficulties manifested by students in
teaching situations, concerning the contents of electricity.