Banca de QUALIFICAÇÃO: THIAGO BARBOSA MORAIS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO BARBOSA MORAIS
DATE: 16/05/2025
TIME: 09:00
LOCAL: remota
TITLE:

NOLLET, FRANKLIN AND THE LEIDEN BOTTLE: STRATEGIES FOR BUILDING A TEACHING REPERTOIRE

KEY WORDS:

historiography of science; historical-investigative approach; Leiden jar; teaching practice; teacher training

PAGES: 87
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation investigates the didactic potential of the historical episode of the Leiden jar for the training of science teachers, based on the Historical-Investigative Approach (HIA). Considering the benefits and challenges of using the history of science (HC) in teaching, it was observed, through a literature review, that existing teaching materials often present an anachronistic view of science, simplify the processes of production of scientific knowledge, and make strictly technical use of the Leiden jar in teaching, failing to explore the historical-investigative character of the episode. To respond to this problem, this work has as its general objective to develop a didactic proposal, based on the HIA, that explores the conceptual and contextual aspects related to the Leiden jar, considering the understanding of electricity in the 18th century. The specific objectives were defined as: (i) to construct a historical narrative that highlights the different interpretations of the phenomenon of charging and discharging the Leiden jar; (ii) to highlight the controversies present in the context of the development of the device; (iii) and develop a lesson plan aimed at teacher training, based on the theoretical and methodological assumptions of the Historical-Investigative Approach (HIA). Methodologically, a historical narrative was developed based on the analysis of primary and secondary sources involving the actors Jean-Antoine Nollet (1700–1770) and Benjamin Franklin (1706–1790), based on aspects of the modern historiography of science. When studying the documents from the period referring to the historical episode of the Leiden jar, different interpretations of the phenomenon of electrification, issues related to the operating mechanism and the role of the materials involved in the construction of the device are observed. The research highlights how the different conceptions resulted in varied experimental arrangements, evidencing the challenges faced by scholars and the construction of science as a dynamic process, reflecting on the provisional nature of scientific knowledge. The didactic proposal was constructed based on the integration of the references of the historiography of science, nature of science (NdC), studies on the historical-investigative approach and the construction of historical-investigative didactic repertoires (CREDHI). It is expected that the work will contribute to promoting the understanding of historical and epistemological aspects that involve scientific practice, discuss issues for the development of more reflective pedagogical practices and provide theoretical and methodological support for critical and contextualized teacher training.

COMMITTEE MEMBERS:
Presidente - ***.667.318-** - ANA PAULA BISPO DA SILVA - UEPB
Externa ao Programa - 1357301 - FLAVIA POLATI FERREIRA - UFRNExterno à Instituição - BRENO ARSIOLI MOURA - UFABC