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When we teach Physics, mainly in High School and in the context of teacher training, the aim is to teach, in addition to physical concepts, aspects of the nature of science (what is science, what differentiates science from other forms of knowledge, how science impacts society). Doing so is a huge challenge, as it may imply a choice between emphasizing more conceptual and mathematical elements, or making the discussion more philosophical. Our objective is to present a proposal for the analysis of historical texts with a didactic purpose, in order to allow the exploration of Physics (the conceptual and mathematical aspects) at the same time that epistemic and social aspects of science are discussed. In this sense, we propose, in this article, an alternative to explore history with the aim of highlighting a little analyzed element about the nature of Science: the role of scientific hypotheses in the construction of knowledge. We assume that every statement whose content exceeds the empirical content of a research can be considered a hypothesis. Seeking to establish an analysis proposal with didactic purposes, we propose a categorization of scientific hypotheses regarding their nature (cosmovisive, ontological or representational) and regarding their logical role in the construction of Science (initial axioms, hypotheses assumed later or derivations). Finally, we exemplify the application of this framework in the analysis of historical episodes that led to the Heat Equation and Schrödinger's Equation, examples that could be adopted in the context of Physics teacher education, suggesting that research based on the proposed approach be developed in the future. [ABSTRACT FROM AUTHOR]

This article invites readers to go through the analysis of the original documents published by William Crookes (1832-1919), Heinrich Rudolf Hertz (1857-1894) and Philipp Lenard (1862-1947), as well as Röntgen's first communication on the new type of radiation obtained by means of Crookes tubes to, through clippings of these documents, investigate whether it is legitimate to state that the discovery of X-rays by Wilhelm Conrad Röntgen (1845-1923) can or should be considered "accidental", as we see in the basic Chemistry and Physics books. The end of the 19th century was marked by a great interest by the scientific community in the study of the properties of radiation and the identification of X-rays. The latter immediately demonstrated its importance and usefulness in research under development. Applications such as obtaining images of the body constitution of men and animals, and the structural identification of crystals and different types of molecules were described in the works of countless scholars. Thus, based on a historiographical perspective that takes into account the construction of science as a collective knowledge, we present information that supports the evolution of ideas, minimizing or discarding the influence of chance and strengthening Röntgen's research method. We believe that we are also reaffirming the importance of the History of Science in the context of building school knowledge. [ABSTRACT FROM AUTHOR]

I present a commented translation of the text "On Symmetry" by the Austrian physicist and philosopher Ernst Mach (1838-1916), published originally in Prague in 1872. The text is one of his 12 lectures, held between 1864-1894, translated into English and collected in "Popular Scientific Lectures" by Thomas J. McCormack (1865-1932) in 1895. The translation presented here was made from the English translation, which in 1894 was read and prefaced by Mach himself. Although unusual for most practitioners of contemporary physical sciences, his approach helps us understand intriguing aspects of the fluidity of disciplinary boundaries. [ABSTRACT FROM AUTHOR]

The paper analyzes the production of meanings by students of an undergraduate course in physics, in relation to historical, epistemological and conceptual aspects of the universal gravitation, based on a non-traditional activity in the discipline of Physics Teaching Practices I, in a public university in São Paulo. The activity included watching a video, addressing Theory of Universal Gravitation and its application in understanding the movement of the moon around Earth. The students responded an open questionnaire. The research was developed based on assumptions from the French Discourse Analysis. The articulated approach of historical and conceptual aspects, using graphic resources, made the video attractive, aspects highlighted by the students, showing its potential as a didactic resource. Significant learning was obtained through the manifestation of historical repetitions. It was found that the treatment of epistemological aspects and the history of science provided adequate notions about the nature of science. It was possible to work on conceptual aspects both qualitatively and quantitatively, with indications that students are able to solve quantitative problems and exercises without being submitted to a traditional expository class. As the investigation took place during the pandemic scenario, it was necessary to carry out all school period in remote mode. [ABSTRACT FROM AUTHOR]

This article aims to present a study of some geometrical and physical aspects in the first part of the work Astronomia Nova of 1609, in order to provide subsidies to teachers who want to address the history of astronomy in their basic or higher education subjects. With this focus, we will see how Kepler understood some equivalences between the world systems under discussion in his time and present a study of one of the experiments that Kepler proposed and analyzed geometrically. In this, we noticed a small miscalculation that was not explored in the researched literature, and more than that, it allowed us to understand about the use of geometric constructions in his time and the idea of equivalence that Kepler has in mind. [ABSTRACT FROM AUTHOR]

The article presents a translation of Johannes Kepler's posthumous text entitled Somnium, which was published in 1634. Although it was originally published as a treatise on lunar astronomy, the format of the text also allows it to be classified as a forerunner of modern science fiction. Also, some pedagogical activities are suggested, suitable for basic education, which could be developed from the manuscript. [ABSTRACT FROM AUTHOR]

This work presents a literature review of the educational implications of the history of science in the teaching of Physics in the period 2010 to 2014. The technique used to analyze the data was the discursive textual analysis with the categories defined a priori. These categories include different teaching strategies for the teaching of history of science in Physics classes such as the use of primary or original sources, historical case studies, science through drama activities, historical experiments, biographies and /or autobiographies of scientists and the content analysis of the history of science present in textbooks. The result showed that 36 articles of 1659 available in journals use these teaching strategies. The results of the interpretative step consisted in the production of six metatexts in which two learning objectives were identified: the first one is related to physical concepts and the second one in aspects related to understanding the Nature of Science. The evaluation tools used by the authors to assess the students' knowledge were identified in our corpus too. [ABSTRACT FROM AUTHOR]

The proposal of the use of history and philosophy of science in education is a striking feature in research in physics teaching. However, a considerable amount of studies in this area deals with this issue from a theoretical perspective. There is a lack of evaluation of teaching strategies that make use of history and philosophy contents in physics teaching. This study reports the application of a teaching sequence aimed at discussing the concept of inertia from a historical perspective. Thirty-five Physics and Geophysics undergraduate students answered questionnaires before and after the teaching sequence. Data analyses show an increase in the number of correct answers, supporting the idea that it is possible to learn physics concepts with a historical-philosophical approach. [ABSTRACT FROM AUTHOR]

This paper presents an educational activity in which the Nature of Science is discussed from a confrontation between two distinct theories about the origin of the universe. These activities were developed in a high school in Rio de Janeiro. These theories are divergent; one defends that the universe has a defined origin, the Big Bang, and the other an Eternal Universe. At the end of the activities it was possible to verify that the students developed a more complex vision of Science. [ABSTRACT FROM AUTHOR]

This study discusses the introduction of Modern Physics in High School considering a historical-philosophical approach. The historicalphilosophical approach allows the teachers to discuss the political and socio-cultural context of science and show that the subjects studied at school are linked. Considering these aspects, the survey aims to answer the question: what are the issues from the spectroscopy teaching in a historical-philosophical approach that could complement the study of atomic model taught in Chemistry classes? In order to perform this survey, a didactic sequence for High School students was developed. Qualitative methodology was used to analyze the data collected. The analyses show that the spectroscopy teaching in Physics classes could raise important questions to the study of atomic model developed in chemistry classes. [ABSTRACT FROM AUTHOR]

This paper presents a historical approach about the double refraction of light, especially the ideas of Isaac Newton. Initially, I discuss the studies of Erasmus Bartholinus, who discovered and described the phenomenon in 1669, and also the studies of Christiaan Huygens, who developed an explanatory model based on a vibration conception of light in his Treatise of Light (1690). Next, I analyze the concept of sides of light elaborated by Newton to explain the phenomenon and described in the "Queries" of the Opticks (1704). Through this analysis, I intend to outline other elements of Newtonian optics not yet known by scholars and educators. [ABSTRACT FROM AUTHOR]

The idea of this article is to present some Aristotelian beliefs with respect to the heavens. According to Aristotle, this region was fully filled by a pure substance, the ether, responsible by the matter from which were comprised both the bodies belonging there as the surrounding space. For him the perfection of this region was not limited only by the purity of the substance from which it was composed, but it could also be justified by other observations. For the philosopher, the perfection of the sphere and the circular movement together with the observations were a justification for the "geometry" of this region. Thus, Aristotle develops an extremely coherent explanation about perfection in this region, which is claimed to be unique, eternal and finite. We are going to bring to the reader's knowledge these points, giving emphasis to some works of the philosopher permeated by comments from secondary sources. Finally. we present a brief summary of the first unmoved motor, which is responsible by the origin of the movement within this region. We believe that this manuscript helps the research of interested workers on the geocentric and heliocentric systems of the world. [ABSTRACT FROM AUTHOR]

Despite many controversies, Joule's paddle-wheel experiment is considered crucial to demonstrate the conservation of energy in the classroom. However, the complexity of the experiment in its epoch is neglected and only the final result is presented, wasting an excellent moment to discuss with students all the hypotheses and subtleties involved in it. In this work we present the process of replication of Joule's 1850 experiment on the mechanical equivalent of heat. We used present-day devices. The hypotheses elaborated during the experiment as well as the data analysis demonstrate the complexity of science and the role of the experiment to validate theories. Also, this replication explores the difficulties in reaching an exact value for the mechanical equivalent of heat. Our intention is to show how historical experiments can collaborate to transform the experimental activity in the classroom into a rich environment to argumentation and inquiry-based teaching. [ABSTRACT FROM AUTHOR]

Since at least the sixties of last century, there has been an on-going debate about the need to insert the History of Science in the curriculum of scientific subjects. The main point in the debate was related to the scientists' technical formation, and an argumentative dilemma was raised in the following decade presenting a result in which both those for and those against the insertion had good argumentation to support their opinion. Nevertheless, since the appearance of Science Teaching, by Michael Matthews, in 1994, the argumentation in favor of the insertion of the History of Science in the teaching of scientific subjects has been conducted based on the importance given to the clarification of the Nature of Science. Such alteration on the level of the debate allowed the defenders of the insertion of the History of Science to show that the discussion does not relate only to the scientist's technical formation, but also to the understanding of Science by scientists. The present article aims, firstly, at presenting a summary of the discussion mentioned. Then, our goal is to show that the closing of the discussion promoted in the literature on the teaching of Science in Brazil, between 1996 to 2010, a consensus about the importance of the insertion of the History of Science. So, we are presenting a bibliographical survey on some national journals; such survey allows us to conclude on the inexistence of argumentation against the importance of the discussion on the Nature of Science. Finally, we retake the initial discussion and show that, based on the bibliographical survey, contrary to the initial discussion about the insertion of the History of Science in teaching, which held both defenders and oppositionists, the discussion about the Nature of Science is marked by the consensus concerning its importance. [ABSTRACT FROM AUTHOR]

This investigation was about an educational approach based on the History of Science and experimentation involving scientific concepts in the area of Astronomy, highlighting the reproduction of the original experiment performed by Eratosthenes in the third century B.C., designed to measure the Earth radius. It was found that the realized activities contributed significantly to the success of High School students from two public schools of Sergipe - the State College State Secretary Francisco Rosa Santos in Aracaju, Sergipe and the Federal Institute, campus of São Cristovão - since these activities had aroused the students' interest for the construction of new scientific knowledge, and they improved their comprehension of some aspects related to Science and Astronomy in particular, as its empirical character and its historical development, therefore immersed in a specific social, economic and cultural context. The approach allowed for a greater involvement of participating students and it improved studentteacher relationship. The evaluations identified that a significant learning of the discussed concepts involving Physics and Astronomy had occurred, such as latitude, longitude, equinox, solstice, midday sun, among other concepts treated in an interdisciplinary manner with other disciplines such as Geography, History and Mathematics. [ABSTRACT FROM AUTHOR]

This work discusses some challenges that can come up when struggling to reconcile the needs of both didactic-pedagogical and historic-epistemological fields in order to introduce the nature of Science aspects in Science teaching in High School. At first, the appropriate approach of the nature of Science is discussed aiming at the pedagogical benefits for teachers and students formation from the point of view of educational literature. Current historiography requirements are presented here, pointing out the most ordinary historic distortions, as well as the construction processes for school knowledge, implemented by the didactic transposition. Finally, a theoretical analysis was performed which identified some obstacles to be faced with when one tries to construct the historical narratives for the school environment without disrespecting the requirements of current historiography. Avoiding the use of pseudo-history, or even having some theoretical basis to criticize it, is a commitment to the student education. [ABSTRACT FROM AUTHOR]

This article shows a new teaching way to approach Physics and Arts through History of Science. This methodology puts the Theater as a gear of the interdisciplinary learning that practices the Lei de Diretrizes e Bases (LDB) and the Parâmetros Curriculares Nacionais PCN+(2002) requirements. The activity developed skills and competencies for life, from the theatrical productions of texts of "Galileo's Life" of Bertolt Brecht. The text was adapted in order to explore the contents of Physics and Astronomy and related fields. It is intended to achieve greater integration between scientific disciplines and human and social sciences. The play takes place as part of a work on the scientific revolution, technical, artistic, economic and social developments during the sixteenth and seventeenth centuries. The work was accompanied by research on students' learning and interests in relation to the Physics which sought to evaluate the advantages and disadvantages of the methodology adopted. We shall try to describe the stages of work since the first discussions in the classroom until the final act. The results are in accordance with general skills, abilities and literacy, defended by the new education required for students of the 21st century. [ABSTRACT FROM AUTHOR]

In this work we present some Galileo Galilei's contributions to undergraduate and Physic teachers and Engineers. Especially attention was taken for the implications to Civil Engineering. We examined contents which are in the book "Discourses and Mathematical Demonstrations relating to Two New Sciences" (Discorsi e Dimostrazioni Matematiche, intorno a Due Nuove Scienze) published in 1638, in particular three questions discussed by himself: the Physics likeness, the theory of strength materials and the bending theory. Despite its importance, only mathematical-conceptual aspects are emphasized in the classroom, leaving out historical-conceptual aspects. One discussion about how Galileo intuited these theories are also presented. [ABSTRACT FROM AUTHOR]

This work aims to show a delimited review on the scientific path performed by Newton until to get his law of Universal Gravitation (UG). The review was carried out from the analyses made by I. Bernard Cohen and Richard S. Westfall about this matter, contrasting the interpretations of these historians. Possible contributions from this review to the teaching of UG, guided by History and Philosophy of Science (HPS), are discussed. [ABSTRACT FROM AUTHOR]

In the present work we study the mismatch of the argument of Galileo Galilei about the Earth s rotation, which is in the book "Dialogue concerning the two chief world systems - Ptolomaic and copernican". We present some astronomical discoveries by Galileo and its consequences to understand the universe s ordination. One discussion about the scientific methods intuid by him is presented, with the aim to encourage us all to think about how Galileo s observation of the cosmos force us to reconsider our understanding of the world. In addition we would like to help answering some basic questions in physics and astronomy. [ABSTRACT FROM AUTHOR]

In this work we search to investigate the influence of the PCNEM on the use of the historical approach in the concrete practice of classroom. The data had been gotten from the analysis of accounts of pedagogical experiences published, between 2000 and 2006, in the RBEF, in the CBEF and in the FnE. The results indicate that despite the recommendations of such Parameters (PCNEM), the related approach was still not translated, in significant way, in terms of didactic experiences. [ABSTRACT FROM AUTHOR]