Simulações computacionais no ensino de Física: contribuições da Filosofia da tecnologia à alfabetização científica e tecnológica
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2022-09-01
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Universidade Federal de Goiás
Resumo
In Science Education, there is a tendency to assume that the qualities of different
technologies are transferable to educational contexts. In this sense, the research seeks to
understand the relationships between the foundations and uses of simulations and Physics
Teaching. The study based on theoretical discussions of the Philosophy of Technology, on the
works of several authors (MITCHAM, 1994; FEENBERG, 2010; 2015; 2017; PEIXOTO, 2012;
2015; FREITAS; SEGATTO, 2014; CUPANI, 2016), and specifically on the Feenberg's Critical
Theory of Technology (2010; 2015; 2017). The research, with an exploratory character, was
based on a Bibliographic Review in national journals on the use of computer simulations in
Research in Physics Teaching. Using the studies surveyed, we sought to relate the concepts
highlighted by Scientific and Technological Literacy (ACT) to the theoretical foundation and
the results obtained by the researchers of the analyses. Starting on the systematic reading of
the works, the texts were selected so that they were categorized into two corpora of analysis.
The first document was built from the excerpts related to the theoretical references that
support the studies, while the second one assembled with the results and discussions
presented by the authors. In this sense, computer simulations were used from an
instrumental perspective, where their qualities, associated with mathematical modeling and
graphic design, are seen as tools to achieve Meaningful Learning. This perception also reveals
an anthropocentric dimension of activities mediated by computer simulation, with students
being the central element in the relationship with technology. In the approximation of the
simulations with the AC and ACT approaches, the lack of theoretical characterizations of the
technology was noticed, perceived in the linear conception, first science is done, then
technology is produced. In this sense, the approach defined by Auler (2003), configures an
excellent opening to treat technologies as themes. This way, computer simulations worked in
the relationship between social choice and technical specification. These two qualities are used
to conceptualize what Feenberg (2015) understands as the technical code of technology.
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OLIVEIRA, Â. A. S. Simulações computacionais no ensino de Física: contribuições da Filosofia da tecnologia à alfabetização científica e tecnológica. 2022. 130 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2022.