Análise das contribuições de um júri simulado abordando controvérsias históricas para as discussões sobre natureza da ciência de professores de química em formação

Abstract

Assuming that the understanding of the history of science contributes to the understanding of science more realistic, several strategies have been used to include these discussions in the classroom, both in high school and in the superior. Among them, the educational games have been used as a relevant tool for rapprochement between teachers and students, as well as in the wake of the interest of the same by the content. Accordingly, this study aims to analyze the discussion of nature of Science (NdC) which are developed by Graduates in chemistry during the participation of the same in a mock trial history on the discovery of oxygen. The mock trial was held in the discipline of history of chemistry Degree course in chemistry of the Universidade Federal Rural de Pernambuco, in the academic unit of Serra Talhada. Theactivity performed as central discussion questions about the flogistic theory and the discovery of oxygen and was held with 14 students in the half of 2018/1. The data were collected from the video recording of the mock trial, in which he sought to highlight the moments of discussion on NdC present throughout the strategy, to analyze the data, we used the research instrument present in the work (2017). In your research, the author has analyzed the same Historic episode for discussions about NdC, from discussions and reflections of the same text by licenciandos the results feature that participation in the mock jury allowed the Association of content studied something that was exciting for the pupil, thus contributing to a study far more motivating, giving opening for students to express their opinions on the subject making the matter was more complex in a much more interesting content. The use of the mock jury allowed students to exercise a role protagonist in the action, at which time these adopted papers at the trial, and can express themselves and show within the episode their views. What indicates that this strategy can be used by teachers of both the relevant high school as of higher education to the study of the history of science.