Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/143805 |
Resumo: | This paper presents a literature review covering the central epistemological, psychopedagogical and didactical framework on researches about Computational Modeling and Simulation (CMS) activities in physics education (Middle and High School levels). The main search was performed in the following databases: Science Direct, Scopus, Web of Science and Google Scholar considering articles published between 2003-2013 and looking for the following keywords: “computational modeling”; “computational simulation”; physics teaching”; “research in physics teaching”. (Also the corresponding keywords in Spanish and Portuguese were used in the search). After reading the selected articles, we kept only those implementations of CMS aiming to contribute to the learning of physics concepts. The results show that: i) the investigations are based on contemporary epistemological ideas, except one paper with positivist conceptions; ii) there are various cognitivist theory being used (Piaget, Ausubel, Vergnaud,. . . ), but Vygostky is the most prominent; iii) strategies that promote social interactions are preponderant in activities of problem solving, simulations integrated with experiments and modeling. In fact, only two (2) studies among the 21 found about CMS at Midle and Hich School make use of Computational Modeling, showing that it is necessary some effort to introduce and investigate these kind of activity in physics education. Nonetheless, we identify a tendency to apply a mostly pedagogical and didactical basis towards the implementation of CMS activities within the classroom. |
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López Ríos, Sonia YanethVeit, Eliane AngelaAraujo, Ives Solano2016-07-21T02:19:21Z20161806-1117http://hdl.handle.net/10183/143805000995932This paper presents a literature review covering the central epistemological, psychopedagogical and didactical framework on researches about Computational Modeling and Simulation (CMS) activities in physics education (Middle and High School levels). The main search was performed in the following databases: Science Direct, Scopus, Web of Science and Google Scholar considering articles published between 2003-2013 and looking for the following keywords: “computational modeling”; “computational simulation”; physics teaching”; “research in physics teaching”. (Also the corresponding keywords in Spanish and Portuguese were used in the search). After reading the selected articles, we kept only those implementations of CMS aiming to contribute to the learning of physics concepts. The results show that: i) the investigations are based on contemporary epistemological ideas, except one paper with positivist conceptions; ii) there are various cognitivist theory being used (Piaget, Ausubel, Vergnaud,. . . ), but Vygostky is the most prominent; iii) strategies that promote social interactions are preponderant in activities of problem solving, simulations integrated with experiments and modeling. In fact, only two (2) studies among the 21 found about CMS at Midle and Hich School make use of Computational Modeling, showing that it is necessary some effort to introduce and investigate these kind of activity in physics education. Nonetheless, we identify a tendency to apply a mostly pedagogical and didactical basis towards the implementation of CMS activities within the classroom.Este art´ıculo presenta una revisi´on de la literatura que aborda los principales referentes epistemol´ogicos, psico-pedag´ogicos y did´acticos en las investigaciones sobre actividades de Modelaci´on y Simulaci´on Computacional (MSC) en la ense˜nanza de la f´ısica (en los niveles de educaci´on b´asica y media). La b´usqueda principal se llev´o a cabo en las siguientes bases de datos: Science Direct, Scopus, Web of Science y Google Scholar considerando art´ıculos publicados entre 2003-2013 y en busca de las siguientes palabras clave: “computational modeling”; “computational simulation”; physics teaching”; “research in physics teaching” (tambi´en las correspondientes palabras clave en espa˜nol y portugu´es fueron usadas en la b´usqueda). Despu´es de la lectura de los art´ıculos seleccionados, consideramos s´olo las implementaciones de MSC que ten´ıan como prop´osito contribuir al aprendizaje de conceptos f´ısicos. Los resultados muestran que: i) las investigaciones se basan en las ideas epistemol´ogicas contempor´aneas, excepto un art´ıculo con concepciones positivistas; ii) hay varias teor´ıas cognitivistas siendo utilizadas (Piaget, Ausubel, Vergnaud,...), pero Vygostky es el m´as prominente; iii) estrategias que promueven las interacciones sociales son preponderantes en las actividades de resoluci´on de problemas, simulaciones integradas con experimentos y modelaci´on. De hecho, s´olo dos (2) estudios entre los 21 encontrados sobre MSC en educaci´on b´asica y media hacen uso de Modelaci´on Computacional, lo que demuestra que es necesario un poco de esfuerzo para introducir e investigar este tipo de actividad en la ense˜nanza de la f´ısica. Sin embargo, identificamos una tendencia a aplicar un fundamento principalmente pedag´ogico y did´actico para la implementaci´on de actividades de MSC en el aula de clase.application/pdfspaRevista brasileira de ensino de física. São Paulo. Vol. 38, n. 2 (Apr./June 2016), e2401, 16 p.Ensino de físicaModelagem computacionalPhysics educationComputational modeling and simulationConception of sciencePedagogical and didactical basisEnseñanza de la físicaModelación y simulación computacionalConcepción de cienciaReferentes pedagógicos y didácticosUna revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y mediaA literature review about computational modeling and simulation in physics education in middle and high school levels info: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:UFRGSORIGINAL000995932.pdf000995932.pdfTexto completo (espanhol)application/pdf476786http://www.lume.ufrgs.br/bitstream/10183/143805/1/000995932.pdf6b96307f8209450e4d7ddfff0ddd5691MD51TEXT000995932.pdf.txt000995932.pdf.txtExtracted Texttext/plain77732http://www.lume.ufrgs.br/bitstream/10183/143805/2/000995932.pdf.txt5581a475c1076ee3580cf7d276ec6482MD52THUMBNAIL000995932.pdf.jpg000995932.pdf.jpgGenerated Thumbnailimage/jpeg1817http://www.lume.ufrgs.br/bitstream/10183/143805/3/000995932.pdf.jpg2844099f57b4e01c2740ba98486b9643MD5310183/1438052023-08-06 03:44:42.996196oai:www.lume.ufrgs.br:10183/143805Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2023-08-06T06:44:42Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media |
dc.title.alternative.en.fl_str_mv |
A literature review about computational modeling and simulation in physics education in middle and high school levels |
title |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media |
spellingShingle |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media López Ríos, Sonia Yaneth Ensino de física Modelagem computacional Physics education Computational modeling and simulation Conception of science Pedagogical and didactical basis Enseñanza de la física Modelación y simulación computacional Concepción de ciencia Referentes pedagógicos y didácticos |
title_short |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media |
title_full |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media |
title_fullStr |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media |
title_full_unstemmed |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media |
title_sort |
Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media |
author |
López Ríos, Sonia Yaneth |
author_facet |
López Ríos, Sonia Yaneth Veit, Eliane Angela Araujo, Ives Solano |
author_role |
author |
author2 |
Veit, Eliane Angela Araujo, Ives Solano |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
López Ríos, Sonia Yaneth Veit, Eliane Angela Araujo, Ives Solano |
dc.subject.por.fl_str_mv |
Ensino de física Modelagem computacional |
topic |
Ensino de física Modelagem computacional Physics education Computational modeling and simulation Conception of science Pedagogical and didactical basis Enseñanza de la física Modelación y simulación computacional Concepción de ciencia Referentes pedagógicos y didácticos |
dc.subject.eng.fl_str_mv |
Physics education Computational modeling and simulation Conception of science Pedagogical and didactical basis |
dc.subject.spa.fl_str_mv |
Enseñanza de la física Modelación y simulación computacional Concepción de ciencia Referentes pedagógicos y didácticos |
description |
This paper presents a literature review covering the central epistemological, psychopedagogical and didactical framework on researches about Computational Modeling and Simulation (CMS) activities in physics education (Middle and High School levels). The main search was performed in the following databases: Science Direct, Scopus, Web of Science and Google Scholar considering articles published between 2003-2013 and looking for the following keywords: “computational modeling”; “computational simulation”; physics teaching”; “research in physics teaching”. (Also the corresponding keywords in Spanish and Portuguese were used in the search). After reading the selected articles, we kept only those implementations of CMS aiming to contribute to the learning of physics concepts. The results show that: i) the investigations are based on contemporary epistemological ideas, except one paper with positivist conceptions; ii) there are various cognitivist theory being used (Piaget, Ausubel, Vergnaud,. . . ), but Vygostky is the most prominent; iii) strategies that promote social interactions are preponderant in activities of problem solving, simulations integrated with experiments and modeling. In fact, only two (2) studies among the 21 found about CMS at Midle and Hich School make use of Computational Modeling, showing that it is necessary some effort to introduce and investigate these kind of activity in physics education. Nonetheless, we identify a tendency to apply a mostly pedagogical and didactical basis towards the implementation of CMS activities within the classroom. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-07-21T02:19:21Z |
dc.date.issued.fl_str_mv |
2016 |
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info:eu-repo/semantics/article info:eu-repo/semantics/other |
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publishedVersion |
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http://hdl.handle.net/10183/143805 |
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1806-1117 |
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000995932 |
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spa |
dc.relation.ispartof.pt_BR.fl_str_mv |
Revista brasileira de ensino de física. São Paulo. Vol. 38, n. 2 (Apr./June 2016), e2401, 16 p. |
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