A construção de conceitos científicos da termodinâmica pautada numa abordagem histórica epistemológica

Abstract

This research aimed to articulate a contextual approach of Nature of Science in the epistemological historical perspective for the teaching of Thermodynamics. For this we use the contributions of the Historical Cultural Theory proposed by Lev Semyonovich Vygotski in order to determine advances in student learning. The option for Historical Cultural theory goes to the encounter with the literature review conducted in national Journals of Science Education, to which we evidenced few researches that were devoted to analyzing constructivist theories in the teaching of Thermodynamics, as well as the internalist and externalist factors of the production of scientific knowledge in an integrated way. Therefore, we elaborated a historical text of thermodynamics that integrated the internalist and externalist approaches (product 1). From this text was elaborated the sequence of teaching (product 2) that was applied at the state school Pedro Mendes Fontoura, in the city of Coxim-MS, which counted with the participation in all meetings of 12 students of the 2nd year of high school. For the didactic intervention, it was used 4 moments consisting of 2 classes of 50 minutes each, and the first moment represents the pre-test consisting of 2 questionnaires, in which the first one deals with the conceptions of the students in relation to the Nature of Science and Its relations with Thermodynamics and the second of the conceptions about Thermodynamics. The sequence of structured teaching in historical texts was used in the second and third moments and the fourth moment counted on the post-test using the same questions of the first moment. The results of the pre-test point to spontaneous conceptions of the students about the scientific doing and the Thermodynamics. While the use of the historical texts in the second and third meeting contributed to the internalization of consensual characteristics of nature of science in a contextual approach and in the fourth meeting we identified advances in the development zone proximal students. Thus, we conclude that the approach of the historical case study of the Industrial Revolution in the context of thermodynamics enables the proximal development of Thermodynamics and consensual conceptions of Nature of Science.