The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks

Detalhes bibliográficos
Autor(a) principal: Giorgi, Silvia María
Data de Publicação: 2017
Outros Autores: Cámara, Cristina Noemí, Marino, Luis Alberto, Carreri, Ricardo Antonio
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n2p414
Resumo: We present a study on mechanics textbooks widely used in physics courses of the university initial cycle of scientific and technological careers that form part of Spanish-speaking universities. Through a content analysis, we investigated the explanations given by the authors of the textbooks about the "simplifying" hypotheses adopted to address the study of the behavior of pulleys in the initial mechanics topics. Those consist in considering pulleys massless and frictionless. On the other hand, we analyzed if these assumptions are reconsidered in the study of solids in rotation. We concluded  that, although simplifying assumptions are included in teaching to facilitate the understanding of physics phenomena by students, they are not always clarifying, leading to hinder, rather than simplify, the conceptualization applied to the behavior of physical systems when they study from textbooks. Issues that could be useful to teachers are warned.
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spelling The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooksLa complejidad de las simplificaciones en la enseñanza de la mecánica en el ciclo inicial universitario: el caso del tratamiento de las poleas en libros de textoWe present a study on mechanics textbooks widely used in physics courses of the university initial cycle of scientific and technological careers that form part of Spanish-speaking universities. Through a content analysis, we investigated the explanations given by the authors of the textbooks about the "simplifying" hypotheses adopted to address the study of the behavior of pulleys in the initial mechanics topics. Those consist in considering pulleys massless and frictionless. On the other hand, we analyzed if these assumptions are reconsidered in the study of solids in rotation. We concluded  that, although simplifying assumptions are included in teaching to facilitate the understanding of physics phenomena by students, they are not always clarifying, leading to hinder, rather than simplify, the conceptualization applied to the behavior of physical systems when they study from textbooks. Issues that could be useful to teachers are warned.Se presenta un estudio sobre libros de texto de Mecánica de uso generalizado en cursos de Física del ciclo inicial universitario de carreras científico-tecnológicas dictadas en universidades de habla hispana. A través de un análisis de contenido se investigó por un lado, sobre las explicaciones dadas por los autores de los libros acerca de las hipótesis “simplificadoras” que se adoptan para abordar el estudio del comportamiento de las poleas en los temas iniciales de Mecánica, consistentes en considerarlas de masa despreciable y sin rozamiento; y por otro, si esas hipótesis son retomadas en el estudio de sólidos en rotación. Se sostiene que si bien en la enseñanza se introducen hipótesis simplificadoras que facilitarían la comprensión de los fenómenos físicos por parte de los estudiantes, éstas no siempre resultan claras a los mismos, conllevando a obstaculizar, más que simplificar, la conceptualización aplicada al comportamiento de sistemas físicos cuando estudian a partir de libros de texto. Se advierten cuestiones que resultarían provechosas para los docentes.Imprensa Universitária - UFSC2017-08-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n2p41410.5007/2175-7941.2017v34n2p414Caderno Brasileiro de Ensino de Física; v. 34 n. 2 (2017); 414-4342175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCspahttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n2p414/34594Copyright (c) 2017 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessGiorgi, Silvia MaríaCámara, Cristina NoemíMarino, Luis AlbertoCarreri, Ricardo Antonio2017-08-09T15:27:45Zoai:periodicos.ufsc.br:article/48168Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2017-08-09T15:27:45Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
La complejidad de las simplificaciones en la enseñanza de la mecánica en el ciclo inicial universitario: el caso del tratamiento de las poleas en libros de texto
title The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
spellingShingle The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
Giorgi, Silvia María
title_short The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
title_full The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
title_fullStr The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
title_full_unstemmed The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
title_sort The complexity of simplifications in the teaching of mechanics at the university initial cycle: the case of the treatment of pulleys in textbooks
author Giorgi, Silvia María
author_facet Giorgi, Silvia María
Cámara, Cristina Noemí
Marino, Luis Alberto
Carreri, Ricardo Antonio
author_role author
author2 Cámara, Cristina Noemí
Marino, Luis Alberto
Carreri, Ricardo Antonio
author2_role author
author
author
dc.contributor.author.fl_str_mv Giorgi, Silvia María
Cámara, Cristina Noemí
Marino, Luis Alberto
Carreri, Ricardo Antonio
description We present a study on mechanics textbooks widely used in physics courses of the university initial cycle of scientific and technological careers that form part of Spanish-speaking universities. Through a content analysis, we investigated the explanations given by the authors of the textbooks about the "simplifying" hypotheses adopted to address the study of the behavior of pulleys in the initial mechanics topics. Those consist in considering pulleys massless and frictionless. On the other hand, we analyzed if these assumptions are reconsidered in the study of solids in rotation. We concluded  that, although simplifying assumptions are included in teaching to facilitate the understanding of physics phenomena by students, they are not always clarifying, leading to hinder, rather than simplify, the conceptualization applied to the behavior of physical systems when they study from textbooks. Issues that could be useful to teachers are warned.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-09
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://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n2p414
10.5007/2175-7941.2017v34n2p414
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n2p414
identifier_str_mv 10.5007/2175-7941.2017v34n2p414
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n2p414/34594
dc.rights.driver.fl_str_mv Copyright (c) 2017 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Caderno Brasileiro de Ensino de Física
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 34 n. 2 (2017); 414-434
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
collection Caderno Brasileiro de Ensino de Física (Online)
repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com
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