Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria

Detalhes bibliográficos
Autor(a) principal: Escudero, Consuelo
Data de Publicação: 2003
Outros Autores: Moreira, Marco Antonio, Caballero Sahelices, María Concesa
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Repositório Institucional da UFRGS
Texto Completo: http://hdl.handle.net/10183/94807
Resumo: In this paper some difficulties presented by high school students in solving physics problems and situations are analysed in terms of knowledge-in-action (theorems and concepts-in-action), and a research methodology for such a purpose is described. Problem solving was investigated in a way compatible with Vergnaud`s conceptual fields theory (Vergnaud, 1983,1990,1994, 1998; Moreira, 2002). Methodologically, the study was conducted mainly in the framework of conversational analysis (Gumperz, 1971; Goffman, 1970). The corpus selected for analysis was formed by conversational discourses in introductory physics classes at high school level as well as by the exchanges corresponding to the statementsolution unit in problems solving, regarding the description of objects in traslational motion. Some operational invariants found in the study are reported together with a discussion on its meanings in terms of the conceptual field involved.
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spelling Escudero, ConsueloMoreira, Marco AntonioCaballero Sahelices, María Concesa2014-04-26T01:53:29Z20031579-1513http://hdl.handle.net/10183/94807000913407In this paper some difficulties presented by high school students in solving physics problems and situations are analysed in terms of knowledge-in-action (theorems and concepts-in-action), and a research methodology for such a purpose is described. Problem solving was investigated in a way compatible with Vergnaud`s conceptual fields theory (Vergnaud, 1983,1990,1994, 1998; Moreira, 2002). Methodologically, the study was conducted mainly in the framework of conversational analysis (Gumperz, 1971; Goffman, 1970). The corpus selected for analysis was formed by conversational discourses in introductory physics classes at high school level as well as by the exchanges corresponding to the statementsolution unit in problems solving, regarding the description of objects in traslational motion. Some operational invariants found in the study are reported together with a discussion on its meanings in terms of the conceptual field involved.En este trabajo se analizan en términos de conocimiento-enacción (teoremas y conceptos-en-acción) algunas dificultades de los estudiantes al resolver problemas y situaciones, y se desarrolla una metodología para su indagación. Se investiga la resolución de problemas en una forma compatible con la teoría de los campos conceptuales (TCC) de Vergnaud (1983, 1990, 1994, 1998; Moreira, 2002) y se utiliza principalmente el análisis conversacional (Gumperz, 1971; Goffman, 1970) como marco metodológico que permite un estudio privilegiado de los procesos comunicativos involucrados en el aula. El corpus seleccionado para el análisis está fundamentalmente formado por discursos conversacionales en clases de física introductoria en secundaria así como por intercambios correspondientes a la unidad enunciado-solución de problemas, todos relacionados con la descripción del movimiento de objetos en traslación. Se presentan algunos de los invariantes operatorios hallados y se los acompaña con una discusión acerca de su significado en términos del campo conceptual involucrado.application/pdfspaRevista electrónica de enseñanza de las ciencias. Ourense. Vol. 2, no. 3 (2003), p. 201-226Ensino de físicaFormação de conceitoResolução de problemasTeoria dos campos conceituaisTheorems-in-actionConcepts-in-actionConversational analysisPhysics classesProblematic situationsProblem solvingTeoremas-en-acciónConceptos-en-acciónAnálisis conversacionalAulas de FísicaSituaciones problemáticasResolución de problemasTeoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundariaEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSORIGINAL000913407.pdf000913407.pdfTexto completo (espanhol)application/pdf119146http://www.lume.ufrgs.br/bitstream/10183/94807/1/000913407.pdf40df112c223248dc68919c5addb83c4dMD51TEXT000913407.pdf.txt000913407.pdf.txtExtracted Texttext/plain74830http://www.lume.ufrgs.br/bitstream/10183/94807/2/000913407.pdf.txt9d25b9d6e3c4df5e33f46e15ae9b8923MD52THUMBNAIL000913407.pdf.jpg000913407.pdf.jpgGenerated Thumbnailimage/jpeg1736http://www.lume.ufrgs.br/bitstream/10183/94807/3/000913407.pdf.jpg3572981b1e4ddbe7b1f0cd2396e298b3MD5310183/948072018-10-05 08:54:50.708oai:www.lume.ufrgs.br:10183/94807Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2018-10-05T11:54:50Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.pt_BR.fl_str_mv Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
title Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
spellingShingle Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
Escudero, Consuelo
Ensino de física
Formação de conceito
Resolução de problemas
Teoria dos campos conceituais
Theorems-in-action
Concepts-in-action
Conversational analysis
Physics classes
Problematic situations
Problem solving
Teoremas-en-acción
Conceptos-en-acción
Análisis conversacional
Aulas de Física
Situaciones problemáticas
Resolución de problemas
title_short Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
title_full Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
title_fullStr Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
title_full_unstemmed Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
title_sort Teoremas-en-acción y conceptos-en-acción en clases de física introductoria en secundaria
author Escudero, Consuelo
author_facet Escudero, Consuelo
Moreira, Marco Antonio
Caballero Sahelices, María Concesa
author_role author
author2 Moreira, Marco Antonio
Caballero Sahelices, María Concesa
author2_role author
author
dc.contributor.author.fl_str_mv Escudero, Consuelo
Moreira, Marco Antonio
Caballero Sahelices, María Concesa
dc.subject.por.fl_str_mv Ensino de física
Formação de conceito
Resolução de problemas
Teoria dos campos conceituais
topic Ensino de física
Formação de conceito
Resolução de problemas
Teoria dos campos conceituais
Theorems-in-action
Concepts-in-action
Conversational analysis
Physics classes
Problematic situations
Problem solving
Teoremas-en-acción
Conceptos-en-acción
Análisis conversacional
Aulas de Física
Situaciones problemáticas
Resolución de problemas
dc.subject.eng.fl_str_mv Theorems-in-action
Concepts-in-action
Conversational analysis
Physics classes
Problematic situations
Problem solving
dc.subject.spa.fl_str_mv Teoremas-en-acción
Conceptos-en-acción
Análisis conversacional
Aulas de Física
Situaciones problemáticas
Resolución de problemas
description In this paper some difficulties presented by high school students in solving physics problems and situations are analysed in terms of knowledge-in-action (theorems and concepts-in-action), and a research methodology for such a purpose is described. Problem solving was investigated in a way compatible with Vergnaud`s conceptual fields theory (Vergnaud, 1983,1990,1994, 1998; Moreira, 2002). Methodologically, the study was conducted mainly in the framework of conversational analysis (Gumperz, 1971; Goffman, 1970). The corpus selected for analysis was formed by conversational discourses in introductory physics classes at high school level as well as by the exchanges corresponding to the statementsolution unit in problems solving, regarding the description of objects in traslational motion. Some operational invariants found in the study are reported together with a discussion on its meanings in terms of the conceptual field involved.
publishDate 2003
dc.date.issued.fl_str_mv 2003
dc.date.accessioned.fl_str_mv 2014-04-26T01:53:29Z
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10183/94807
dc.identifier.issn.pt_BR.fl_str_mv 1579-1513
dc.identifier.nrb.pt_BR.fl_str_mv 000913407
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url http://hdl.handle.net/10183/94807
dc.language.iso.fl_str_mv spa
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dc.relation.ispartof.pt_BR.fl_str_mv Revista electrónica de enseñanza de las ciencias. Ourense. Vol. 2, no. 3 (2003), p. 201-226
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