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Approaches and Methodologies for a Course on History and Epistemology of Physics: Analyzing the Experience of a Brazilian University

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Abstract

This paper is an analysis of inserting history and philosophy of science (HPS) in a physics undergraduate program at a Brazilian university. It is an examination of the approaches and methodologies adopted by professors of a History and Epistemology course. The course aims to have an explicit approach to HPS. The results suggest a concern of the Physics Institute regarding inserting these questions into physics teacher training programs. The study also uncovered that the professors who taught the subject had different visions of HPS.

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Notes

  1. We have used quotes to emphasize that the word “improving" brings the idea that this conception is better than another one, it adds value, but we understand this as a closer conception to the contemporary epistemologists, not absolutely better.

  2. Teaching Degree is a course that qualifies the Physicist Educator to teach high school physics and conduct basic Physics Education research.

  3. Bachelor’s Degree is a course that qualifies the Researcher Physicist to conduct basic Physics research.

  4. According to the professor's interview, the name was "Modern Physics Conceptual Evolution" or " Quantum Theory Conceptual Evolution". A copy of the physics course curriculum before 1998 was not available.

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Authors and Affiliations

  1. Physics Department, Universidade Estadual de Feira de Santana, Av. Milton Santos, s/n, Campus Universitario, Km 03, BR 116, Feira de Santana, Bahia, 44031-460, Brazil

    Katemari Rosa

  2. Physics Institute, Universidade Federal da Bahia, Rua Barão de Geremoabo, s/n Campus de Ondina, Salvador, BA, CEP 40170-115, Brazil

    Maria Cristina Martins

Authors
  1. Katemari Rosa
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  2. Maria Cristina Martins
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Correspondence to Katemari Rosa.

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Rosa, K., Martins, M.C. Approaches and Methodologies for a Course on History and Epistemology of Physics: Analyzing the Experience of a Brazilian University. Sci & Educ 18, 149–155 (2009). https://doi.org/10.1007/s11191-008-9138-6

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  • DOI: https://doi.org/10.1007/s11191-008-9138-6

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