A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws
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Data de Publicação: | 2013 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n1p30 |
Resumo: | Aiming to contribute to the improvement of Physics teaching, which goes through a crisis reflected by very small demand for courses in exact Sciences, we propose an Inquiry-Based Teaching Sequence (IBTS) planned to develop argumentative situations, i.e., essential activities in the learning process. Initially we show the scientific argumentation, the specific characteristics (or dependent field) we intend to potentialize: seriation, sorting and organizing information, survey and hypotheses test, justification, explanation, prediction, abduction, deduction, induction, logical and proportional reasoning. Then we discuss what constitutes such teaching proposal, involving the formulation of a problem and the elaboration of hypotheses from the conceptions of students to its resolution, coming to the verbal language passage for the Science one. Finally, we explain the sequence of activities. We focus on a subject rarely discussed in High School classes, which is the linear momentum and its conservation, and based on this study, we introduce activities for Newton's laws teaching. We propose the use of inquiry experiments, issues and inquiry problems and texts during the classes. |
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A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's lawsUma proposta de sequência de ensino investigativa sobre quantidade de movimento, sua conservação e as leis de NewtonAiming to contribute to the improvement of Physics teaching, which goes through a crisis reflected by very small demand for courses in exact Sciences, we propose an Inquiry-Based Teaching Sequence (IBTS) planned to develop argumentative situations, i.e., essential activities in the learning process. Initially we show the scientific argumentation, the specific characteristics (or dependent field) we intend to potentialize: seriation, sorting and organizing information, survey and hypotheses test, justification, explanation, prediction, abduction, deduction, induction, logical and proportional reasoning. Then we discuss what constitutes such teaching proposal, involving the formulation of a problem and the elaboration of hypotheses from the conceptions of students to its resolution, coming to the verbal language passage for the Science one. Finally, we explain the sequence of activities. We focus on a subject rarely discussed in High School classes, which is the linear momentum and its conservation, and based on this study, we introduce activities for Newton's laws teaching. We propose the use of inquiry experiments, issues and inquiry problems and texts during the classes.Com o intuito de contribuir para a melhoria do ensino de física, que passa por uma crise refletida pela ínfima procura por cursos de ciências exatas, apresentamos uma proposta de Sequência de Ensino Investigativa (SEI) planejada para o desenvolvimento de situações argumentativas, ou seja, atividades essenciais no processo de aprendizagem. Inicialmente mostramos as características específicas (ou campo dependentes) da argumentação científica que pretendemos potencializar: seriação, classificação e organização de informações, levantamento e teste de hipóteses, justificativa, explicação, previsão, abdução, dedução, indução, raciocínio lógico e proporcional. Em seguida discutimos o que constitui tal proposta de ensino, envolvendo a formulação de um problema e a elaboração de hipóteses a partir das concepções dos estudantes para sua resolução, chegando à passagem da linguagem cotidiana para a científica. Por fim, expomos a sequência de atividades. Focamos em um tema pouco abordado nas turmas de nível médio, que é a quantidade de movimento e sua conservação, e fundamentado neste estudo, introduzimos atividades para o ensino das leis de Newton. Propomos o uso de experimentos investigativos, questões e problemas abertos e textos ao longo das aulas.Imprensa Universitária - UFSC2013-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n1p3010.5007/2175-7941.2014v31n1p30Caderno Brasileiro de Ensino de Física; v. 31 n. 1 (2014); 30-592175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n1p30/26466Bellucco, AlexCarvalho, Anna Maria Pessoa deinfo:eu-repo/semantics/openAccess2018-03-16T10:00:18Zoai:periodicos.ufsc.br:article/30749Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-03-16T10:00:18Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws Uma proposta de sequência de ensino investigativa sobre quantidade de movimento, sua conservação e as leis de Newton |
title |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws |
spellingShingle |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws Bellucco, Alex |
title_short |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws |
title_full |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws |
title_fullStr |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws |
title_full_unstemmed |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws |
title_sort |
A proposal for Inquiry-Based Teaching Sequence about momentum, its conservation and Newton's laws |
author |
Bellucco, Alex |
author_facet |
Bellucco, Alex Carvalho, Anna Maria Pessoa de |
author_role |
author |
author2 |
Carvalho, Anna Maria Pessoa de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bellucco, Alex Carvalho, Anna Maria Pessoa de |
description |
Aiming to contribute to the improvement of Physics teaching, which goes through a crisis reflected by very small demand for courses in exact Sciences, we propose an Inquiry-Based Teaching Sequence (IBTS) planned to develop argumentative situations, i.e., essential activities in the learning process. Initially we show the scientific argumentation, the specific characteristics (or dependent field) we intend to potentialize: seriation, sorting and organizing information, survey and hypotheses test, justification, explanation, prediction, abduction, deduction, induction, logical and proportional reasoning. Then we discuss what constitutes such teaching proposal, involving the formulation of a problem and the elaboration of hypotheses from the conceptions of students to its resolution, coming to the verbal language passage for the Science one. Finally, we explain the sequence of activities. We focus on a subject rarely discussed in High School classes, which is the linear momentum and its conservation, and based on this study, we introduce activities for Newton's laws teaching. We propose the use of inquiry experiments, issues and inquiry problems and texts during the classes. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-11-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n1p30 10.5007/2175-7941.2014v31n1p30 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n1p30 |
identifier_str_mv |
10.5007/2175-7941.2014v31n1p30 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n1p30/26466 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 31 n. 1 (2014); 30-59 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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1789435186004361216 |