Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | , |
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/2175-7941.2017v34n3p673 |
Resumo: | The present study aims at investigating the dialogical relation between meaningful learning in Math topics (Functions and Linear Equations) and meaningful learning in Physics (Linear Momentum and Conservation), in an attempt at trying to verify the contribution possibilities of these mathematical topics to the meaningful learning of Physics topics and, moreover, the possibilities of these topics to contribute for the meaningful learning of functions and linear equations in the field of mathematics. The theory of Meaningful Learning by David Ausubel, together with some theoretical points of the Theory of Conceptual Fields by Gérard Vergnaud, and the Mediation Theory by Lev Vygotsky comprised the theoretical basis for this investigation, regarding problem justification, analysis, and treatment of the data collected in this investigation. The research methodology was preferentially based on a qualitative focus of an interpretative and descriptive nature, notwithstanding taking into account some quantitative elements. Data were collected from a teaching intervention process in five classes at different High Schools of the Brazilian Educational System. Based on the analysis of results, conclusions were that although results had not been sufficiently consistent to enable building up a more convincing stand about the likely relation of a dialogical interference between the possible learning of mathematical and physical contents, findings led us to conclude that the learning processes emphasized here were not based on logical or rational considerations. This statement seems feasible since such reasons as lack of time for the development of the educational process to take place and the complexity of the conceptual fields are not substantially enough to evidence the occurrence of meaningful learning; or are not sufficiently logical to convince us that actual learning of the aforementioned contents has happened. Therefore, for reasons already presented, it seems rather difficult to make a clear statement about the existence of a reciprocal interference between mathematical and physical learning processes. |
id |
UFSC-19_491e89674699acaf9a941a19b58aacf3 |
---|---|
oai_identifier_str |
oai:periodicos.ufsc.br:article/47912 |
network_acronym_str |
UFSC-19 |
network_name_str |
Caderno Brasileiro de Ensino de Física (Online) |
repository_id_str |
|
spelling |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservationA matemática nos processos de ensino e aprendizagem em Física: funções e equações no estudo da quantidade de movimento e sua conservaçãoThe present study aims at investigating the dialogical relation between meaningful learning in Math topics (Functions and Linear Equations) and meaningful learning in Physics (Linear Momentum and Conservation), in an attempt at trying to verify the contribution possibilities of these mathematical topics to the meaningful learning of Physics topics and, moreover, the possibilities of these topics to contribute for the meaningful learning of functions and linear equations in the field of mathematics. The theory of Meaningful Learning by David Ausubel, together with some theoretical points of the Theory of Conceptual Fields by Gérard Vergnaud, and the Mediation Theory by Lev Vygotsky comprised the theoretical basis for this investigation, regarding problem justification, analysis, and treatment of the data collected in this investigation. The research methodology was preferentially based on a qualitative focus of an interpretative and descriptive nature, notwithstanding taking into account some quantitative elements. Data were collected from a teaching intervention process in five classes at different High Schools of the Brazilian Educational System. Based on the analysis of results, conclusions were that although results had not been sufficiently consistent to enable building up a more convincing stand about the likely relation of a dialogical interference between the possible learning of mathematical and physical contents, findings led us to conclude that the learning processes emphasized here were not based on logical or rational considerations. This statement seems feasible since such reasons as lack of time for the development of the educational process to take place and the complexity of the conceptual fields are not substantially enough to evidence the occurrence of meaningful learning; or are not sufficiently logical to convince us that actual learning of the aforementioned contents has happened. Therefore, for reasons already presented, it seems rather difficult to make a clear statement about the existence of a reciprocal interference between mathematical and physical learning processes.O presente estudo trata de uma pesquisa que buscou investigar a relação dialógica entre as aprendizagens significativas de conteúdos da Matemática (funções e equações lineares) e da Física (momento linear e conservação). Ou seja, procurou verificar as possibilidades dos conteúdos matemáticos contribuírem para o aprendizado significativo dos conteúdos da Física e estes para com o aprendizado significativo das funções e equações lineares, no âmbito da Matemática. A Teoria da Aprendizagem Significativa de David Ausubel, juntamente com alguns aportes da Teoria dos Campos Conceituais de Gérard Vergnaud e da Teoria da Mediação de Lev Vygotsky, constituíram-se no referencial teórico desta investigação, tanto para justificativa do problema como para a análise e tratamento dos resultados da investigação. A metodologia de pesquisa teve um enfoque preferencialmente qualitativo, de caráter interpretativo e descritivo, com alguns elementos quantitativos. Os dados foram coletados através de um processo de intervenção didática, constituído por estudos realizados em cinco classes de estudantes de Ensino Médio de distintas instituições do Ensino Médio do Sistema Educacional Brasileiro. Com base na análise dos resultados, concluiu-se que, embora os resultados não tenham sido suficientemente consistentes para um parecer mais abalizado e convincente sobre a possível relação de interferência dialógica entre possíveis aprendizados dos conteúdos matemáticos e físicos, os achados nos conduzem a concluir que os mesmos não são respaldados em considerações de cunhos racional e lógico, a saber: racional, uma vez que razões, como por exemplo, pouco tempo para o processo educativo e complexidade dos campos conceituais e outras já comentadas, não são substanciais para se falar em aprendizagem significativa; lógica, porque não se tendo convicção de aprendizagem dos citados conteúdos, pelas razões já explicitadas, logicamente, não se pode falar de possível interferência recíproca de aprendizados. Imprensa Universitária - UFSC2017-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n3p67310.5007/2175-7941.2017v34n3p673Caderno Brasileiro de Ensino de Física; v. 34 n. 3 (2017); 673-6962175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n3p673/35413Copyright (c) 2017 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessSena dos Anjos, Antonio JorgeMoreira, Marco AntonioSahelices, Mª Concesa Caballero2017-12-08T17:18:21Zoai:periodicos.ufsc.br:article/47912Revistahttp://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:2017-12-08T17:18:21Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation A matemática nos processos de ensino e aprendizagem em Física: funções e equações no estudo da quantidade de movimento e sua conservação |
title |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation |
spellingShingle |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation Sena dos Anjos, Antonio Jorge |
title_short |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation |
title_full |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation |
title_fullStr |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation |
title_full_unstemmed |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation |
title_sort |
Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation |
author |
Sena dos Anjos, Antonio Jorge |
author_facet |
Sena dos Anjos, Antonio Jorge Moreira, Marco Antonio Sahelices, Mª Concesa Caballero |
author_role |
author |
author2 |
Moreira, Marco Antonio Sahelices, Mª Concesa Caballero |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Sena dos Anjos, Antonio Jorge Moreira, Marco Antonio Sahelices, Mª Concesa Caballero |
description |
The present study aims at investigating the dialogical relation between meaningful learning in Math topics (Functions and Linear Equations) and meaningful learning in Physics (Linear Momentum and Conservation), in an attempt at trying to verify the contribution possibilities of these mathematical topics to the meaningful learning of Physics topics and, moreover, the possibilities of these topics to contribute for the meaningful learning of functions and linear equations in the field of mathematics. The theory of Meaningful Learning by David Ausubel, together with some theoretical points of the Theory of Conceptual Fields by Gérard Vergnaud, and the Mediation Theory by Lev Vygotsky comprised the theoretical basis for this investigation, regarding problem justification, analysis, and treatment of the data collected in this investigation. The research methodology was preferentially based on a qualitative focus of an interpretative and descriptive nature, notwithstanding taking into account some quantitative elements. Data were collected from a teaching intervention process in five classes at different High Schools of the Brazilian Educational System. Based on the analysis of results, conclusions were that although results had not been sufficiently consistent to enable building up a more convincing stand about the likely relation of a dialogical interference between the possible learning of mathematical and physical contents, findings led us to conclude that the learning processes emphasized here were not based on logical or rational considerations. This statement seems feasible since such reasons as lack of time for the development of the educational process to take place and the complexity of the conceptual fields are not substantially enough to evidence the occurrence of meaningful learning; or are not sufficiently logical to convince us that actual learning of the aforementioned contents has happened. Therefore, for reasons already presented, it seems rather difficult to make a clear statement about the existence of a reciprocal interference between mathematical and physical learning processes. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-12-08 |
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/2175-7941.2017v34n3p673 10.5007/2175-7941.2017v34n3p673 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n3p673 |
identifier_str_mv |
10.5007/2175-7941.2017v34n3p673 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n3p673/35413 |
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. 3 (2017); 673-696 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 |
_version_ |
1799940573843423232 |