Interpretação de Copenhagen: uma análise historiográfica e filosófica
The teaching of quantum mechanics theory is a challenge for high school and higher education teachers due to their abstract concepts, philosophical anomalies and student’s difficulties to understand. Another problem is the lack of available support materials. The research area of quantum chemistry t...
| Autor principal: | Dionizio, Geovanil de Jesus |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/5515 |
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| Resumo: |
The teaching of quantum mechanics theory is a challenge for high school and higher education teachers due to their abstract concepts, philosophical anomalies and student’s difficulties to understand. Another problem is the lack of available support materials. The research area of quantum chemistry teaching also has very few published articles too. The objective of this work is understand the contributions of Niels Bohr and other scientists to the development of the Copenhagen Interpretation, the role of this interpretation in the consolidation of quantum mechanics and the philosophical and conceptual issues about quantum mechanics in relation to the values assigned to the scientific activity, by means of the elaboration of a historiographic text. This research is methodological structured by historiography, taking an historical interpretation of facts based on the union of anachronistic and diachronic views of the history of science with both internalist and externalist approaches, making use of secondary sources. Through the development of this historiographical text it is evident that Niels Bohr contributed not only mathematically for the development of quantum mechanics, but also philosophically to adopt a positivistic view, and contribute to the formation of several scientists of the time. The effectiveness of this work as a supporting text, requires that it be applied in classrooms both the high school, as higher education, so it can be analyzed by teachers and students. After this analysis we would still need to draw up other texts that address in detail the other interpretations as a complement of the first text. This aspect is shown as one of the future work possibilities within this theme. |
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