Astronomia de régua e compasso : de Kepler a Ptolomeu

✍ Scribed by Neves, Marcos Cesar Danhoni,

• Year: 1986
• Tongue: Portuguese
• Leaves: 240
• Category: Library

✦ Synopsis

Abstract: The great variety of problems in teaching science suggests an infinity of different topics. In this work, we criticize the way some basic topics are explained and studied along 1st (first) and 2nd (second) degree. Laws are stated without any relation and any experiment or observation before the phenomenon of nature that those laws explain. These laws after being stated, they are not, in many cases, used practically or applied to the phenomenon of nature which they are originated. In this way, the simple enunciation of laws or the presentation of laws or the presentation of the models completely disconnected with the reality, form an incomprehensive connection of topics which kill the curiosity, observation and creativeness and eliminating any posslbl1ity of development of "scientific attitude" In the student, propitiating the memorization, conformity and "student mimesis". We prefer criticize only one thematic example, so that we can develop deeply, the criticism as well as the solutions. The subject chose for us was Kepler's laws (the first and the second), included Astronomy theme (example of the absurdity In the teaching of science). The result and proposition of our work, are concise as following: 1. Qualitative study of astronomics phenomena along the teaching as a whole, from kindergarten school, leading the students to techniques and habits of observation of nature and formulation of generative questions; 2. Simple instrumentalizations of astronomics observations trying to elaborate "with creativeness" elementary instruments, that give semi-quantitative results; 3. Presentation of fundamental laws as answer to questions appeared in the stages before; 4. Instrumentalization of fundamental laws simplifying them If necessary to be within reach of the techniques dominated by the student (mathematics and experiments) and allow them their utilization; 5. Utilization of laws, simplified or not, to quantitative or semi-quantitative description of the physics phenomenona; prevision of situations and discussions of alternatives; 6. Importance of Historic Vision of the development of astronomic concepts and Its constant insertion in the elaboration of didactic material. In this present work we developed deeply the suggestions 3, 4, 5 e 6, testing them in different groups, situations and places. We present the produced text (published as book by Editora Papirus) critical analysis of teaching texts for 1st, 2nd and 3rd degree and analysis and valuations of the courses given and the suggestions originated from activities 1 and 2. To the future, we suggest a complete interaction of six items (which is already being initialed in NIMEC) and the differents themes, which are dealing with (Optics, Acoustics, Mechanics, Electricity, etc.)