Einstein no banco dos réus: física moderna e júri simulado depõem a favor da educação em uma escola pública de Belo Horizonte

Abstract

In this research, we evaluated how the simulated jury contributes to students' understanding of the History and Philosophy of Science, Law, and Modern Physics, with the aim of solving difficulties in science teaching through the emphasis on argumentation. The school intervention took place during teacher-researcher training in a specialization course in science education for regular high school students. It was applied in classes of the 3rd year of high school in a state school in Belo Horizonte/MG, implemented in physics and history classes, culminating in a simulated jury where Albert Einstein is accused of authorship or co-participation in the launching of the atomic bombs on the Second War This work is a qualitative research, in which the physics teacher's notes in the logbook and the written activities produced by the teams were the data collection instruments used for content analysis, as recommended by Bardin . The research identified several challenges faced by students in carrying out the simulated jury, both external and internal to the intervention. However, a prevalence of student engagement in relation to withdrawal was observed. The main contributions of the simulated jury were the significant increase in learning and the possibility of being used as an effective assessment instrument. In general, the simulated jury strategy was evaluated as positive for the teaching of Physics, History and Philosophy, in view of the development of student arguments. Possible improvements in the intervention were raised, such as the improvement of classes and improvement in negotiations between teachers, supervision, and direction.