Aportes de la Historia y la Filosofía en la enseñanza de las ciencias a partir de la actividad experimental asociada a la hidráulica

Contributions from the History and Philosophy in science teaching through the experimental activity related to hydraulics

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Resumen (es)

This paper collects advances in the research project on the history and philosophy of sciences in physics teaching,focused on hydraulics. The research question regarding social needs, inequality, and social vulnerability during the first quarter of the 21st century is; What physics to teach today? And for what purpose are hydraulics? The document recognizes the historical importance of experimental activity in science, the associated phenomenology, and the conceptual richness behind it, which, in general, has been very limited at the educational level. Nor is it appreciated how the historical perspective of science favors the understanding of the world and it is a contribution to current social problems. Regarding the hydraulics teaching, the absence of experimental activity is evident. Concepts such as pressure, speed, continuity, and Bernoulli's principle are taught through processes of memorization and application of meaningless mathematical algorithms and without impact on the daily lives of students. The research project proposes to re-contextualize the experimental activity associated with hydraulics, as well as its formalization processes, from the concerns of scientists such as Archimedes, Pascal, Da Vinci, and Bernoulli, among others, who contributed to the construction of meaning and significance of the phenomenon under study. In this sense, the objective is to collect and analyze the historical documentation of hydraulics and to carry out a critical historical analysis of the text of Johan Bernoulli Hydraulics and its predecessors to finally, from a science didactics approach, propose core activities around the problems registered for the teaching of hydraulics in the initial training teachers in this field.

Resumen (en)

This article gathers advances in the research project on science history and philosophy in the physics teaching, specifically hydraulics. The central question of the tesis, regarding social needs, inequality and social vulnerability during the first part of XXI century is about; What to teach about physics today? and ¿what is the hydraulics purpose? The document recognizes the importance of experimental activity in science, besides to the associated phenomenology and the conceptual richness behind it, but which has generally been very limited at an educational level, and it is not appreciated how the historical perspective look with favor on the understanding of the world and is a contribution to the current social problems. Regarding the hydraulics teaching, the lack of understanding of the experimental activity is evident, where concepts such as pressure, speed, continuity law and Bernoulli's principle are given by means of memorization processes and application of mathematical algorithms devoid of meaning and incidence in the daily life of students. The proposal of the research project is to identify and recontextualize the experimental activity associated with hydraulics, as well as the formalization processes associated with the concerns of scientists such as Archimedes, Pascal, Da Vinci and Bernoulli, and others, contributed to fill with sense and give meaning to the phenomenon under study. Finally, from a science didactics approach to propose experimental activities around the problems studied for the teaching of hydraulics in the initial training in this field.

Resumen (pt)

Este artigo reúne avanços de um projeto de pesquisa sobre a história e a filosofia da ciência no ensino da física, especificamente da hidráulica. A questão central da tese, a respeito das necessidades sociais, desigualdade e vulnerabilidade social durante o primeiro quarto do século XXI é; O que ensinar sobre física hoje? e com que propósito? O documento reconhece a importância da atividade experimental na ciência, além da fenomenologia associada e da riqueza conceitual que a fundamenta, mas que geralmente tem sido muito limitada a nível educacional, e não se aprecia a maneira em que a perspectiva histórica favorece a compreensão do mundo e sua contribuição para os problemas sociais atuais. No que se refere ao ensino da hidráulica, fica evidente a falta de compreensão da atividade experimental, onde conceitos como pressão, velocidade, lei da continuidade e princípio de Bernoulli costuman ser ensinados por meio de processos de memorização e aplicação de algoritmos matemáticos desprovidos de sentido e sem incidência na vida cotidiana dos alunos. O objetivo deste artigo é coletar e analisar a documentação histórica da hidráulica para realizar uma análise histórico crítica do texto de Johan Bernoulli Hidráulycs, e seus antecessores e assim finalmente identificar e recontextualizar a atividade experimental associada à hidráulica, bem como os processos de formalização associados às preocupações de cientistas como Arquímedes, Pascal, Da Vinci e Bernoulli, entre outros, contribuíram para preencher de sentido e de significado ao fenômeno em estudo. Finalmente, a partir de uma abordagem didática da ciência, propor atividades experimentais em torno dos problemas estudados para o ensino da hidráulica na formação inicial nesta área.