Cultura de laboratório: design de ensino para refletir, fazer e explicar ciência a partir da sala de aula

Abstract

This Research-Application was about the design of teaching Laboratory Culture, as a solution to the local and complex problem of the noosphere of teaching Physics at Colégio Estadual do Paraná. In the investigation, we approached the problematic of the traditional teaching laboratory, whose experimental activity was based on the behaviorist teaching and learning process and, also, on the staging of a certain fictional scientific method, from which the student could develop “supposed scientific attitudes”. This attempt resulted in the form of debatable science teaching, because students can even acquire some skill in terms of technique, during the tasks of manipulating experimental apparatus, however, there is no meaningful learning about the objects of science and technology. This form of teaching with experimentation produced distorted images of the real contexts of nature and scientific practice of Science, probably in the didactic transposition of the reality of the historical, philosophical and social contexts surrounding the fabrication of facts, the simplification of the modus operandi of scientists in their experiences in the laboratory. In other words, it was no more than a fictional enactment of the reality of the customs and peculiar essences of scientists in their laboratories, therefore, this form of conventional science education became only a simulacrum of the real world of Science's manufacturing processes. With the delimitation of the problem, the objective was to develop another methodology of science education from Design Based Research, with its two products: the teaching design itself and the theory that emerged from the investigation, characteristic of the episteme and method of this research, which it develops in iterative phases and cycles. Based on the identification of the problem and the analysis of needs, we proposed the development of another teaching design, in which students, through scientific literacy, from subjects of Science were transferred to subjects of Science, to face the current scenario of supposed democratization of information and the era of post-truths, as traditional science education has not contributed to most people distinguishing what is fact, doubtful fact and factoid. Later, in the project development and implementation phase, the consistency and practicality of the project principles was sought from the design principles: I - immersion of students in scientific research projects; II - reformulation of the episteme and methods of the teaching laboratory; III - the specialized use of the smartphone as a subscriber and IV - Science disseminating students. At this stage, the prototypes were perfected in iterative cycles in different teaching contexts, therefore, they were reviewed and evaluated by internal and external experts who contributed to the emergence of theories that were incorporated in this work. In the last, more evaluative phase, we investigated the effectiveness of the last prototype, however provisional, in a challenging context, the class of the second year of night high school at Colégio Estadual do Paraná. We observed the broadening of students' common sense, from the analysis of their manifestations, by showing familiarization and naturalization with some of the typical nuances of the experiences of science workers. In addition to realizing the differences between protocols for scientific controversies and ideological debates.