Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School

Detalhes bibliográficos
Autor(a) principal: Moura, Sebastião Rodrigues
Data de Publicação: 2022
Outros Autores: Freitas, Felipe Alexandre Medeiros de, Silva, Maria de Fátima Vilhena da
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4374
Resumo: In this investigation, we aim to comprehend the proposition of a pedagogical curriculum approach for teaching action in Physics in a integrated high school while scientific knowledge is built by students from Newton's Laws. We appropriated the qualitative approach of research that culminated in the argumentation of bibliographic productions by the last five years (2017-2022), and also a theoretical-practical construct for teaching action through structures, analysis and evaluative procedures to teachers. These results indicate an scarcity of discussions about this theme with articulated proposition for integrated high school, which emphasizes the potentiality/dynamicity of the material produced, adaptable to pedagogical needs and to scopes of scientific learning.
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spelling Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High SchoolEnfoque curricular pedagógico sobre Cantidad de movimiento, Impulso de una Fuerza y Leyes de Newton: forjado para el contexto de la Escuela Secundaria IntegradaPhysics CurriculumPedagogical Curricular ApproachNewton's LawsIntegrated High SchoolPlan de Estudios de FísicaEnfoque Curricular PedagógicoLas Leyes de NewtonEscuela Secundaria IntegradaIn this investigation, we aim to comprehend the proposition of a pedagogical curriculum approach for teaching action in Physics in a integrated high school while scientific knowledge is built by students from Newton's Laws. We appropriated the qualitative approach of research that culminated in the argumentation of bibliographic productions by the last five years (2017-2022), and also a theoretical-practical construct for teaching action through structures, analysis and evaluative procedures to teachers. These results indicate an scarcity of discussions about this theme with articulated proposition for integrated high school, which emphasizes the potentiality/dynamicity of the material produced, adaptable to pedagogical needs and to scopes of scientific learning.En esta investigación, pretendemos comprender la proposición de un abordaje curricular pedagógico para la acción docente em Física en la Enseñanza Media Integrada en el momento en que el conocimiento científico es construido por los estudiantes a partir de los estudios de las Leyes de Newton. Nos apropiamos del abordaje cualitativo de la investigación que culminó en la argumentación de producciones bibliográficas en el campo del tema de los últimos cinco años (2017 -2022), además de un constructo teórico-práctico para la acción docente, a través de estructuras, procedimientos de análisis y evaluación para el docente. Los resultados apuntan para la escasez de discusiones sobre el tema con una propuesta articulada para la Educación Secundaria Integrada, que refuerce la potencialidad/dinámica del material producido y adaptable a las necesidades del aprendizaje pedagógico, así como a los contextos de aprendizaje científico.Editora Cruzeiro do Sul2022-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/437410.26843/rencima.v13n6a11Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-232179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSengporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4374/1875https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4374/1876https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessMoura, Sebastião RodriguesFreitas, Felipe Alexandre Medeiros de Silva, Maria de Fátima Vilhena da 2022-12-05T00:23:18Zoai:ojs.pkp.sfu.ca:article/4374Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-12-05T00:23:18Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
Enfoque curricular pedagógico sobre Cantidad de movimiento, Impulso de una Fuerza y Leyes de Newton: forjado para el contexto de la Escuela Secundaria Integrada
title Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
spellingShingle Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
Moura, Sebastião Rodrigues
Physics Curriculum
Pedagogical Curricular Approach
Newton's Laws
Integrated High School
Plan de Estudios de Física
Enfoque Curricular Pedagógico
Las Leyes de Newton
Escuela Secundaria Integrada
title_short Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
title_full Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
title_fullStr Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
title_full_unstemmed Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
title_sort Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School
author Moura, Sebastião Rodrigues
author_facet Moura, Sebastião Rodrigues
Freitas, Felipe Alexandre Medeiros de
Silva, Maria de Fátima Vilhena da
author_role author
author2 Freitas, Felipe Alexandre Medeiros de
Silva, Maria de Fátima Vilhena da
author2_role author
author
dc.contributor.author.fl_str_mv Moura, Sebastião Rodrigues
Freitas, Felipe Alexandre Medeiros de
Silva, Maria de Fátima Vilhena da
dc.subject.por.fl_str_mv Physics Curriculum
Pedagogical Curricular Approach
Newton's Laws
Integrated High School
Plan de Estudios de Física
Enfoque Curricular Pedagógico
Las Leyes de Newton
Escuela Secundaria Integrada
topic Physics Curriculum
Pedagogical Curricular Approach
Newton's Laws
Integrated High School
Plan de Estudios de Física
Enfoque Curricular Pedagógico
Las Leyes de Newton
Escuela Secundaria Integrada
description In this investigation, we aim to comprehend the proposition of a pedagogical curriculum approach for teaching action in Physics in a integrated high school while scientific knowledge is built by students from Newton's Laws. We appropriated the qualitative approach of research that culminated in the argumentation of bibliographic productions by the last five years (2017-2022), and also a theoretical-practical construct for teaching action through structures, analysis and evaluative procedures to teachers. These results indicate an scarcity of discussions about this theme with articulated proposition for integrated high school, which emphasizes the potentiality/dynamicity of the material produced, adaptable to pedagogical needs and to scopes of scientific learning.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-04
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://revistapos.cruzeirodosul.edu.br/rencima/article/view/4374
10.26843/rencima.v13n6a11
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4374
identifier_str_mv 10.26843/rencima.v13n6a11
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4374/1875
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4374/1876
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-23
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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