Aesthetics and symmetry issues and their contributions to the teaching of Newton's laws in the science initial training teachers

• Autor(a) principal: Pires, Flaviston Ferreira
• Data de Publicação: 2021
• Outros Autores: Silva, José Alves da
• 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/73804

This work aims to contribute to the initial training of science teachers by investigating the concepts of aesthetics and symmetry and their possible possibilities for teaching Newton's laws, from the answer to the following question: how do these concepts appear as science graduates are taught? Thus, we performed a bibliographic research and a historiographical review, with secondary sources, about the concepts of aesthetics and symmetry, to identify the aesthetic assumptions used in the foundation of Newton's laws. From there, based on research on everyday school life, we developed a didactic approach, which considered the aesthetic and symmetrical bases of Newtonian mechanics, for a higher education physics discipline in a science degree course. The data were collected through textual productions, recordings of classes and notes in logbooks. The analysis was made based on categorizations and inferences, following the content analysis method. The results suggest that aesthetic and symmetrical conceptions are highly influenced by the senses and that, by making them explicit, the teaching of Newton's laws acquires consistency and new meanings with students. The highlight of this research was intended to contribute to the discussion of how some of these concepts influence the teachers' understanding of physical concepts and phenomena, as well as the understanding of the construction of a physics in which human construction is fundamental to their creation and consolidation.