Las situaciones de una propuesta didáctica sobre la interación gravitatoria
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Data de Publicação: | 2005 |
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Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/206313 |
Resumo: | Since two decades ago research in science educatio n attempts to generate strategies to decrease the gap between concepts constructed by th e students and concepts used by the scientists to explain certains phenomena. How students underst and physical concepts is a subject that still needs more research studies to get better results. In this paper we describe the design and implications of the implementation of some situatio ns which are part of a didactical proposal used by fifteen-year students designed to help them to g rasp the meaning of the notion of gravitational interaction. The purpose of this paper is to show t he relevance of the situation construct, as proposed in Vergnaud's conceptual fields theory, ha s for educational research. The role of the referred construct has implications for the design and the implementation of classroom strategies as well as for investigation aiming at the study of th e cognitive functioning and cognitive development processes. |
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Stipcich, Maria SilviaMoreira, Marco Antonio2020-02-28T04:06:51Z20051806-5104http://hdl.handle.net/10183/206313000573476Since two decades ago research in science educatio n attempts to generate strategies to decrease the gap between concepts constructed by th e students and concepts used by the scientists to explain certains phenomena. How students underst and physical concepts is a subject that still needs more research studies to get better results. In this paper we describe the design and implications of the implementation of some situatio ns which are part of a didactical proposal used by fifteen-year students designed to help them to g rasp the meaning of the notion of gravitational interaction. The purpose of this paper is to show t he relevance of the situation construct, as proposed in Vergnaud's conceptual fields theory, ha s for educational research. The role of the referred construct has implications for the design and the implementation of classroom strategies as well as for investigation aiming at the study of th e cognitive functioning and cognitive development processes.Desde hace más de dos décadas la investigación en e nseñanza de la ciencia se viene ocupando de generar estrategias para acortar la bre cha entre los conceptos que construyen los estudiantes y los que los científicos emplean para explicar determinados fenómenos. La manera en que los alumnos comprenden conceptos físicos es un tema que continúa requiriendo de estudios que permitan alcanzar mejores resultados. En este traba jo se estudia el diseño y las implicancias de la implementación de algunas situaciones que forman pa rte de una propuesta didáctica ejecutada con estudiantes de quince años de edad destinada a cola borar en la comprensión de la noción de interacción gravitatoria. El propósito de esta comu nicación es poner en evidencia la relevancia que el constructo situación, entendiéndolo en términos de la Teoría de los Campos Conceptuales de Vergnaud, tiene para la investigación educativa. La función del mencionado constructo tiene implicancias tanto para el diseño y puesta en práct ica de estrategias de aula cuanto para la profundización en investigaciones que tengan como p ropósito el estudio de los procesos de funcionamiento y desenvolvimiento cognitivo.application/pdfspaRevista brasileira de pesquisa em educação em ciências. Porto Alegre. Vol. 5, n. 2 (maio/ago. 2005), p. 61-76Ensino de físicaMapa conceitualEsquemas conceituaisModelos mentaisGravidadeConceitosSituationsGravitational interactionConceptual fieldsSituacionesInteracción gravitatoria,Campos conceptualesLas situaciones de una propuesta didáctica sobre la interación gravitatoriainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/otherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSTEXT000573476.pdf.txt000573476.pdf.txtExtracted Texttext/plain51027http://www.lume.ufrgs.br/bitstream/10183/206313/2/000573476.pdf.txtbf41a57a837418dc8592d08801294352MD52ORIGINAL000573476.pdfTexto completo (espanhol)application/pdf130897http://www.lume.ufrgs.br/bitstream/10183/206313/1/000573476.pdfdab5ce949a8bfd022cf4bbeb929ce930MD5110183/2063132020-02-29 04:21:29.461928oai:www.lume.ufrgs.br:10183/206313Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2020-02-29T07:21:29Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria |
title |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria |
spellingShingle |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria Stipcich, Maria Silvia Ensino de física Mapa conceitual Esquemas conceituais Modelos mentais Gravidade Conceitos Situations Gravitational interaction Conceptual fields Situaciones Interacción gravitatoria, Campos conceptuales |
title_short |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria |
title_full |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria |
title_fullStr |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria |
title_full_unstemmed |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria |
title_sort |
Las situaciones de una propuesta didáctica sobre la interación gravitatoria |
author |
Stipcich, Maria Silvia |
author_facet |
Stipcich, Maria Silvia Moreira, Marco Antonio |
author_role |
author |
author2 |
Moreira, Marco Antonio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Stipcich, Maria Silvia Moreira, Marco Antonio |
dc.subject.por.fl_str_mv |
Ensino de física Mapa conceitual Esquemas conceituais Modelos mentais Gravidade Conceitos |
topic |
Ensino de física Mapa conceitual Esquemas conceituais Modelos mentais Gravidade Conceitos Situations Gravitational interaction Conceptual fields Situaciones Interacción gravitatoria, Campos conceptuales |
dc.subject.eng.fl_str_mv |
Situations Gravitational interaction Conceptual fields |
dc.subject.spa.fl_str_mv |
Situaciones Interacción gravitatoria, Campos conceptuales |
description |
Since two decades ago research in science educatio n attempts to generate strategies to decrease the gap between concepts constructed by th e students and concepts used by the scientists to explain certains phenomena. How students underst and physical concepts is a subject that still needs more research studies to get better results. In this paper we describe the design and implications of the implementation of some situatio ns which are part of a didactical proposal used by fifteen-year students designed to help them to g rasp the meaning of the notion of gravitational interaction. The purpose of this paper is to show t he relevance of the situation construct, as proposed in Vergnaud's conceptual fields theory, ha s for educational research. The role of the referred construct has implications for the design and the implementation of classroom strategies as well as for investigation aiming at the study of th e cognitive functioning and cognitive development processes. |
publishDate |
2005 |
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2005 |
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2020-02-28T04:06:51Z |
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http://hdl.handle.net/10183/206313 |
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1806-5104 |
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000573476 |
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spa |
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Revista brasileira de pesquisa em educação em ciências. Porto Alegre. Vol. 5, n. 2 (maio/ago. 2005), p. 61-76 |
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openAccess |
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