scholarly journals Análise da Introdução do livro de Marie Curie “Traité de Radioactivité”

2019 ◽  
Vol 20 ◽  
pp. 195-201
Author(s):  
Vitor Soares ◽  
Adriana Bispo dos Santos Kisfaludy ◽  
Deividi Marcio Marques
Keyword(s):  
History Of Science ◽  
Teaching Practice ◽  
Basic Education ◽  
Marie Curie ◽  
Ernest Rutherford ◽  
Subatomic Particles ◽  
Helium Gas ◽  
History Of ◽  
Historical Issues

ResumoEste trabalho tem como objetivo a análise da introdução do livro “Traité de Radioactivité” publicado em 1910 na França e foi escrito por Marie Curie. No capítulo de introdução, Madame Curie traz importantes ideias e conceitos referentes a radioatividade, sobre a descoberta deste fenômeno, constituição e natureza das partículas subatômicas, a presença do gás hélio em processos radiativos e as formas de emanação do rádio. Os comentários sobre essa introdução serão feitos de modo a elucidar algumas ideias que eram aceitas naquela época, sobretudo, na ideia da constituição da matéria. Será́ mostrado, também, os conceitos advindos de outros físicos, sobretudo de Ernest Rutherford, que pesquisaram sobre as diferentes formas de radiação e suas controvérsias. Além dessas questões históricas, o trabalho pretende abordar a importância da interface entre a História da Ciência e o Ensino de Ciências e como este material pode ser incorporado na pratica docente da Educação Básica. Palavras-chave: Radioatividade; gás hélio; emanação; História da Ciência. Abstract This paper aims to analyze the introduction of the book “Traité de Radioactivité” published in 1910 in France and was written by Marie Curie. In the introductory chapter, Madame Curie brings important ideas and concepts concerning radioactivity, about the discovery of this phenomenon, constitution and nature of subatomic particles, the presence of helium gas in radioactive processes and the forms of emanation of radio. Comments on this introduction will be made in order to elucidate some ideas that were accepted at that time, especially the idea of the constitution of the subject. It will also be shown the concepts coming from other physicists, especially Ernest Rutherford, who researched the different forms of radiation and their controversies. In addition to these historical issues, the paper intends to address the importance of the interface between the History of Science and Science Teaching and how this material can be incorporated into the teaching practice of Basic Education. Keywords: Radioactivity; helium gas; emanation; History of Science.

scholarly journals O Uso da História da Química no Ensino de Química: A Visão de Licenciandos em Química

2019 ◽  
Vol 20 ◽  
pp. 657-671
Author(s):  
Iago Ferreira Espir ◽  
Alexandra Epoglou ◽  
Deividi Marcio Marques
Keyword(s):  
High School ◽  
Education Research ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Basic Education ◽  
History Of Chemistry ◽  
History Of ◽  
The Subject ◽  
Chemistry Education Research

ResumoA História da Química (HQ) tem sido considerada um recurso para as aulas de Química no Brasil, porém muitos professores e licenciandos dizem não terem capacitação ou interesse para incorpora-la à prática docente, criando um paradoxo. Com isso surgem alguns questionamentos: A HQ é importante para formar o professor? E para os estudantes da Educação Básica? Assim, surgiu o presente trabalho, com o objetivo de identificar a importância que licenciandos em Química de uma universidade federal, que cursavam a disciplina História da Química no ano de 2016 dão à disciplina, observando o que entendem pelo tema, quão importante é para sua formação e para o ensino de Química e como eles acham conveniente incorpora-la à prática. Baseados em estudos e nos documentos oficiais, buscou-se entender a importância que dão para a HQ na formação do profissional e do aluno de Ensino Médio. Para isso, foi feito um acompanhamento das aulas da turma durante todo o curso, observando as aulas e as atividades realizadas por eles. Palavras-chave: História da Química; ensino de Química; pesquisa com alunos. Abstract The History of Chemistry (HC) has been considered a resource for chemistry classes in Brazil, but many teachers and graduates say they lack the capacity or interest to incorporate it into teaching practice, creating a paradox. With this come some questions: Is the HC important to train the teacher? And for the students of Basic Education? Thus, the present paper, with the objective of identifying the importance that graduates in Chemistry of a federal university, who studied the discipline History of Chemistry in the year of 2016 give to the discipline, observing what they understand by the subject, how important it is for their training and for the teaching of Chemistry and how they find it convenient to incorporate it into practice. Based on studies and official documents, it was sought to understand the importance they give to the HC in the formation of the professional and the student of High School. For this, it was made a follow-up of the classes of the class throughout the course, observing the classes and the activities carried out by them. Keywords: History of Chemistry; Chemistry Education; research with students.

Geologic Time

2021 ◽  
pp. 69-81
Author(s):  
Elisabeth Ervin-Blankenheim
Keyword(s):  
Time Scale ◽  
Age Dating ◽  
Marie Curie ◽  
Ernest Rutherford ◽  
Relative Age ◽  
Geologic Time ◽  
The Earth ◽  
Geologic Time Scale ◽  
Geologic Maps ◽  
History Of

Geologists first unraveled the geologic time scale by relative age-dating, discussed in the last chapter. Once geologists sorted out the order of rock units, subsequent advances in methodologies, detailed in this chapter, by chronometric and numerical means based on radioisotopes, other atomic measures, and quantitative techniques, were employed to measure time. Many minerals and rocks have “clocks” within them that can be used to pin down the actual age of the particular geologic sample or the age of boundaries between formal units of the geologic time scale. This chapter explains how geologists decipher those clocks and determine the ages of rocks by numerical age-dating. The history of radioisotopes is tracked, starting with Ernest Rutherford and Pierre and Marie Curie. The modern geologic time scale is depicted and expanded upon, along with why it is essential for geologic maps and how the time scale can help with people-sized problems and challenges faced on the Earth.

scholarly journals Introduction

2021 ◽  
pp. 1-35
Author(s):  
Ryan Sweet
Keyword(s):  
Nineteenth Century ◽  
History Of Science ◽  
Artificial Limbs ◽  
Historical Period ◽  
Victorian Studies ◽  
Prosthetic Devices ◽  
Technological Developments ◽  
History Of ◽  
Technology And Literature

AbstractThis introductory chapter sets out the book’s argument that nineteenth-century prosthesis narratives, though presented in a predominantly ableist and sometimes disablist manner, challenge the dominance of physical completeness as they question the logic of prostheticization or present non-normative subjects in threateningly powerful ways. The chapter positions this argument in relation to various scholarly fields, including disability studies, Victorian studies, the history of science and technology, and literature and science. It addresses several methodological questions, including those pertaining to the prosthetic devices, historical period, and specific sources selected for investigation. In responding to these questions, the chapter provides potted histories of the technological developments of nineteenth-century artificial limbs, eyes, teeth, and hair. It also explains the author’s decision to use terms such as wholeness and incompleteness.

scholarly journals A História da Ciência na formação inicial de professores de ciências

2019 ◽  
Vol 20 ◽  
pp. 2-14
Author(s):  
Isilda Teixeira Rodrigues
Keyword(s):  
Secondary Education ◽  
Science Teacher ◽  
History Of Science ◽  
Basic Education ◽  
Educational Levels ◽  
Primary And Secondary Education ◽  
Keywords History Of Science ◽  
History Of ◽  
Training Courses ◽  
Science Teacher Training

Resumo No Currículo do Ensino Básico em Portugal(1) considera-se importante que os alunos conheçam relatos de como ideias foram divulgadas, aceites, desenvolvidas, substituídas ou rejeitadas e ainda que reconheçam que o conhecimento científico está em evolução permanente, sendo um conhecimento inacabado. Embora se constate, da análise dos programas, que a História da Ciência adquire maior importância ao longo dos níveis de ensino (do Ensino Básico para o Ensino Secundário), há ainda, na nossa opinião, muito a ser feito. A utilização da História da Ciência no ensino das ciências traz para o centro dos problemas educativos a formação de professores. Não serve de nada mudar os currículos, se não houver mudanças nos professores que os implementam. Nesta comunicação pretendemos analisar as alterações nos planos de estudos dos cursos de formação de professores de Ciências em Portugal, nos últimos 15 anos. Verificámos, que apesar de esta temática ter sido introduzida nos currículos dos ensinos básico e secundário, com o processo de Bolonha, ela deixou de existir nos planos de estudos em algumas universidades que fazem formação inicial de professores de ciências.1 - DEB, Orientações Curriculares para o 3o Ciclo do Ensino Básico – Ciências Físicas e Naturais. Lisboa: Ministério da Educação, 2001. Palavras-chave: História da Ciência, Planos de Estudos, Formação inicial, Ensino das Ciências Abstract In the Curriculum of Basic Education in Portugal it is important that the students know about how ideas have been divulged, accepted, developed, substituted or rejected and that they recognize that scientific knowledge is in constant evolution, being an unfinished knowledge. Although it is clear from the analysis of the programs that the history of science is becoming more important throughout the educational levels (from elementary school to secondary education), there is still a lot to be done in our opinion. The use of the History of Science in the teaching, brings to the center of educational problems the formation of teachers. It is no use changing the curricula if there are no changes in the teachers who implement them. In this paper, we intend to analyze the changes in the study plans of the science teacher training courses in Portugal in the last 15 years. We verified that although this theme was introduced in the curricula of primary and secondary education, with the Bolonha process, it no longer exists in the curricula in some universities that form teachers. Keywords: History of Science, Science Teaching, Study Plans

Introduction

2013 ◽  
Author(s):  
Peter E. Gordon ◽  
John P. McCormick
Keyword(s):  
Literary Criticism ◽  
Political Theory ◽  
Cultural History ◽  
History Of Science ◽  
Weimar Republic ◽  
Art History ◽  
Film Theory ◽  
History Of ◽  
The Rich

This introductory chapter first sets out the book's purpose, which is to bring together a broad range of papers on diverse themes pertaining to the intellectual and cultural history of the Weimar Republic. It includes a great variety of contributions by scholars affiliated with manifold disciplines, including, but not limited to, history, political theory, philosophy, sociology, history of science, film theory, art history, and literary criticism. Few if any single-volume works have succeeded at offering a unified portrait of the rich developments of Weimar thought, and the authors believe the time is right to offer a guidebook to the German interwar era, a compendium focused primarily on the major intellectual trends of the time. The chapter then discusses the unity and diversity of Weimar thought followed by an overview of the subsequent chapters.

Ernest Rutherford. His honours and distinctions

1972 ◽  
Vol 27 (1) ◽  
pp. 67-74 ◽  
Keyword(s):  
New Zealand ◽  
History Of Science ◽  
Ernest Rutherford ◽  
History Of ◽  
The Many ◽  
The University ◽  
Scientific Awards

Lord Rutherford of Nelson occupies a unique place not only in New Zealand and scientific history but in the history of mankind. His greatness is near immortal, though trying to assess his actual place in the history of science is most difficult. Some have said that he is the greatest scientist since Faraday; others, one of the greatest scientists of all time. In whatever manner history has, or may place him, Rutherford will remain one of the greatest scientists and equally a great man. Evidence of this greatness may be found in the decorations and many scientific and academic medals awarded him which were presented to the University of Canterbury by his widow, Lady Rutherford, in 1938. The list includes the supreme scientific awards of practically every major country of his time. These and the many degrees, fellowships and memberships conferred make him undoubtedly the most honoured scientist of all time.

The World of the Atom

2014 ◽  
Author(s):  
Michael H. Fox
Keyword(s):  
History Of Science ◽  
Fourth Century ◽  
Specific Element ◽  
Atomic Theory ◽  
Subatomic Particles ◽  
The World ◽  
History Of ◽  
Technical Details ◽  
Complex Matter ◽  
The Universe

The story of radiation is the story of the atom and of subatomic particles. I should warn you that I love this story because it is one of the most fascinating and compelling stories in the history of science, it involves a cast of brilliant scientists, and it changed the world. So I get enthused and want to go into too much detail—at least that is what my students think. But to really understand the story, it will be necessary to learn some complicated and apparently nonsensical ideas in physics. I will try to keep the technical details to a minimum, but if you really want to understand what radiation is and where it comes from, stick with me as we explore the story. I hope you will be fascinated, too. The beginnings of the story go back to Indian and Greek philosophers who postulated that the universe consisted of space and indivisible particles that could combine to form more complex matter. The term átomos, meaning uncuttable or indivisible, was coined by the Greek philosopher Democritus in the fourth century B.C.E . While this was purely a philosophical speculation, it was a remarkable insight. More than a thousand years later, science and experimentation began to uncover just what this meant. John Dalton is credited with being the father of modern atomic theory in chemistry. In 1803 he developed the idea that elements consist of atoms, that different atoms have different weights, and that the atoms of a specific element are all alike but are different from those of other elements. He also proposed that atoms can combine in specific proportions to make up compounds or molecules. But are atoms really indivisible, and if not, what are they made of? Nearly a hundred years after Dalton, this question began to be answered in a burst of experiments and insights at the end of the nineteenth century and the beginning of the twentieth century, starting with the discovery of radiation.

scholarly journals A História da Matemática no ensino da matemática nos primeiros anos

2019 ◽  
Vol 20 ◽  
pp. 77-88
Author(s):  
Eunice Joana Ribeiro Tavares ◽  
Ana Paula Florêncio Aires
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
History Of Mathematics ◽  
Mathematical Task ◽  
Pedagogical Tools ◽  
Mathematics History ◽  
Mathematics Tasks ◽  
Technological Tools ◽  
History Of ◽  
Teaching Of Mathematics

Resumo Num tempo em que se multiplicam diversas ferramentas tecnológicas para o ensino, em alguns momentos os professores esquecem-se de que os recursos mais simples, devidamente integrados, podem constituir-se como poderosas ferramentas pedagógicas. Nesta comunicação apresentamos uma intervenção didática, realizada numa turma do 5.o ano do 2.o Ciclo do Ensino Básico, que teve por base a integração da História da Matemática, em contexto de Prática de Ensino Supervisionada. Foi construída e implementada uma tarefa matemática, de acordo com os conteúdos programáticos que estavam a ser lecionados e tendo como suporte um material que designamos por “Baú Matemático”. Este estava organizado em cinco seções: A história ajuda, Curiosidades Matemáticas, Jogos Matemáticos, Explora e Biblioteca de Matemáticos, sendo que neste trabalho apenas exploramos a última seção. A concretização desta tarefa constituiu-se como uma experiência muito enriquecedora, pela confirmação da possibilidade e das potencialidades que a integração da História da Matemática acarreta para o ensino da matemática.Palavras-chave: Matemática, História da Matemática, Tarefas, Ensino. Abstract At a time when many technological tools for teaching are multiplying, at some moments, teachers forget that the simplest resources, properly integrated, can be powerful pedagogical tools. In this communication we present a didactic intervention carried out in a class of the 5th year of the 2nd Cycle of Basic Education, based on the integration of the History of Mathematics, in the context of Supervised Teaching Practice. A mathematical task was constructed and implemented, according to the programmatic contents that were being taught and supported by a material called "Mathematical Chest". This was organized into five sections: The Help Story, Mathematical Curiosities, Mathematical Games, Explore and Library of Mathematicians, and in this work we only explore the last section. Carrying out this task constituted a very enriching experience, by the confirmation of the possibility and the potential that the integration of the History of Mathematics entails for the teaching of mathematics. Keywords: Mathematics, History of Mathematics, Tasks, Teaching.

scholarly journals História da Ciência na Formação de Professores – um projeto interdisciplinar

2019 ◽  
Vol 20 ◽  
pp. 15-25
Author(s):  
Isilda Monteiro ◽  
Margarida Quinta e Costa ◽  
Vítor Ribeiro
Keyword(s):  
History Of Science ◽  
Cultural Context ◽  
Basic Education ◽  
Scientific Discovery ◽  
Research Work ◽  
Mental Image ◽  
Interdisciplinary Approach ◽  
Scientific Advance ◽  
History Of ◽  
Project Objectives

Resumo A ciência no tempo e no espaço – um projeto interdisciplinar foi desenvolvido ao longo de quatro anos com estudantes da licenciatura em Educação Básica, futuros professores do 1o e 2o Ciclo do Ensino Básico e educadores da Educação Pré-Escolar. Para a sua implementação foi desenhada uma proposta didática que assentou nos seguintes pressupostos: que a ciência resulta de um processo social e, como tal, é também uma manifestação cultural, com relações de interdependência com a realidade politica, social, económica e cultural; que o método biográfico, enquanto recurso didático, possibilita o conhecimento das trajetórias individuais de homens e mulheres da ciência que, interagindo com o meio, contribuíram para o avanço científico; e que a abordagem interdisciplinar do conhecimento, a partir da História da Ciência, permite uma imagem historicamente mais realista da descoberta científica. No âmbito dessa proposta didática, os estudantes foram desafiados a desenvolver um trabalho de investigação em torno de uma personalidade portuguesa de relevância científica, segundo três eixos – o contexto político, social e cultural, nacional e internacional, da época em que viveu; a sua biografia; e os contributos que deu para o avanço científico na área em que se distinguiu. Concluído este trabalho, os estudantes realizaram reflexões individuais sobre as percepções que construíram. Em cada um dos quatro anos fizemos uma avaliação das metodologias utilizadas a partir das nossas perceções e dos elementos produzidos pelos estudantes. No final do projeto a análise da distribuição temporal e científica dos 40 cientistas estudados e dos documentos produzidos permitiu-nos verificar, num primeiro nível, a adequação das metodologias definidas aos objetivos do projeto e, num segundo nível, que os estudantes se sentiram motivados para conhecer conceitos de ciência e construíram uma imagem mental da evolução de conteúdos e contextos, reconhecendo a importância da História da Ciência na abordagem de conteúdos no Ensino Básico.Palavras-chave: História da Ciência, biografia, formação de professoresAbstract Science in Time and Space – an interdisciplinary project was developed over four years with undergraduate students in Basic Education, future primary teachers and preschool educators. For its implementation a didactic proposal was designed based on the following theoretical assumptions: that science results from a social process and, as such, it is also a cultural manifestation, with relations of interdependence with political, social, economic and cultural reality; that the biographical method as didactic resource enables the knowledge of the individual trajectories of men and women of science who, interacting with the environment, contributed to the scientific advance; and that the interdisciplinary approach of knowledge, from Science History, allows a historically more realistic image of the scientific discovery. In the context of this didactic proposal, students were challenged to choose a Portuguese personality of scientific relevance and to develop a research work around three axes – the political, social and cultural context, national and international, of the time in which he lived; his biography; and the contributions he gave to scientific advancement in the area in which he distinguished himself. This work concluded, the students made individual reflections on the perceptions they built. In each of the four years we assessed the methodologies used from our perceptions and the elements produced by the students. At the end of the project the analysis of the temporal and scientific distribution of the 40 studied scientists and the produced documents allowed us to verify, at a first level, the adequacy of the defined methodologies to the project objectives and, at a second level, that the students were motivated to know science concepts and to build a mental image of the evolution of contents and contexts, recognizing the importance of the History of Science in the contents approach in Basic Education.Keywords: History of Science, biography, teacher training

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