A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory

Detalhes bibliográficos
Autor(a) principal: Fanaro, Maria de Los Angeles
Data de Publicação: 2016
Outros Autores: Elgue, Mariana, Otero, María Rita
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/2175-7941.2016v33n2p477
Resumo: In this work a set of situations of a sequence designed to teach concepts related to light and its quantum aspect for high school students is presented. The description and analysis of teaching situations are performed using the Conceptual Fields Theory of Vergnaud. The situations are presented in a unifying conceptual framework based on Feynman´s “Path Integrals” approach to Quantum Physics. It departures of a set of experiences on light (mostly achievable in the classroom) and then it proposes a quantum explanation thereof. This approach offers a possibility for high school students build a sense of quantum concepts: alternative paths, path of least time and probability distribution on the experience of the double slit. Didactic considerations based on the theory of conceptual fields are made.
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spelling A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theorySecuencia para enseñar conceptos acerca de la luz desde el enfoque de Feynman para la Mecánica Cuántica en la Escuela Secundaria: un análisis basado en la teoría de los campos conceptualesIn this work a set of situations of a sequence designed to teach concepts related to light and its quantum aspect for high school students is presented. The description and analysis of teaching situations are performed using the Conceptual Fields Theory of Vergnaud. The situations are presented in a unifying conceptual framework based on Feynman´s “Path Integrals” approach to Quantum Physics. It departures of a set of experiences on light (mostly achievable in the classroom) and then it proposes a quantum explanation thereof. This approach offers a possibility for high school students build a sense of quantum concepts: alternative paths, path of least time and probability distribution on the experience of the double slit. Didactic considerations based on the theory of conceptual fields are made.En este trabajo se presenta un conjunto de situaciones que componen una secuencia diseñada para enseñar conceptos relativos a la luz, que incluyen y enfatizan su aspecto cuántico, con el fin de promover su conceptualización en estudiantes del último año de la escuela secundaria. La descripción y el análisis didáctico de las situaciones se realizan utilizando la Teoría de los Campos Conceptuales de Vergnaud, anticipando los posibles invariantes operatorios que los estudiantes utilizarán al afrontar las situaciones. Las situaciones se presentan en un marco conceptual unificador basado en el enfoque de Caminos Múltiples de Feynman para la mecánica cuántica. Se parte de un conjunto de experiencias relativas a la luz (en su mayoría realizables en el aula de clases) para luego formular una explicación cuántica de las mismas. Este abordaje ofrece una vía posible para que los estudiantes de la escuela secundaria construyan el sentido de los conceptos cuánticos: caminos alternativos, camino de tiempo mínimo y distribución de probabilidad en la Experiencia de la Doble Rendija. Se realizan consideraciones didácticas basadas en la Teoría de los Campos Conceptuales.Imprensa Universitária - UFSC2016-09-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n2p47710.5007/2175-7941.2016v33n2p477Caderno Brasileiro de Ensino de Física; v. 33 n. 2 (2016); 477-5062175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCspahttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n2p477/32321Copyright (c) 2016 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessFanaro, Maria de Los AngelesElgue, MarianaOtero, María Rita2020-01-06T10:25:19Zoai:periodicos.ufsc.br:article/41911Revistahttp://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:2020-01-06T10:25:19Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
Secuencia para enseñar conceptos acerca de la luz desde el enfoque de Feynman para la Mecánica Cuántica en la Escuela Secundaria: un análisis basado en la teoría de los campos conceptuales
title A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
spellingShingle A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
Fanaro, Maria de Los Angeles
title_short A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
title_full A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
title_fullStr A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
title_full_unstemmed A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
title_sort A sequence for teaching concepts about the light from Feynman´s “path integrals” approach to Quantum Physics at High School: an analysis based on the conceptual fields theory
author Fanaro, Maria de Los Angeles
author_facet Fanaro, Maria de Los Angeles
Elgue, Mariana
Otero, María Rita
author_role author
author2 Elgue, Mariana
Otero, María Rita
author2_role author
author
dc.contributor.author.fl_str_mv Fanaro, Maria de Los Angeles
Elgue, Mariana
Otero, María Rita
description In this work a set of situations of a sequence designed to teach concepts related to light and its quantum aspect for high school students is presented. The description and analysis of teaching situations are performed using the Conceptual Fields Theory of Vergnaud. The situations are presented in a unifying conceptual framework based on Feynman´s “Path Integrals” approach to Quantum Physics. It departures of a set of experiences on light (mostly achievable in the classroom) and then it proposes a quantum explanation thereof. This approach offers a possibility for high school students build a sense of quantum concepts: alternative paths, path of least time and probability distribution on the experience of the double slit. Didactic considerations based on the theory of conceptual fields are made.
publishDate 2016
dc.date.none.fl_str_mv 2016-09-08
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/2175-7941.2016v33n2p477
10.5007/2175-7941.2016v33n2p477
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n2p477
identifier_str_mv 10.5007/2175-7941.2016v33n2p477
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n2p477/32321
dc.rights.driver.fl_str_mv Copyright (c) 2016 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 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. 33 n. 2 (2016); 477-506
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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