Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements

Detalhes bibliográficos
Autor(a) principal: Silva, João Batista da
Data de Publicação: 2018
Outros Autores: Sales, Gilvandenys Leite, Alves, Francisco Regis Vieira
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/2175-7941.2018v35n1p20
Resumo: The demarcation, constitution and definition of a specific field of research, directed and dedicated to the systematic study of the phenomena arising from the interactions between teacher – students – knowledge about Physics, undoubtedly reflects a process of definition, substitution and evolution from a perspective of teacher training. In this way, the present work points out some elements that can be grouped into three fields or dimensions, namely: epistemic, cognitive and methodological. Consequently, the present discussion, appropriation and understanding of the contributions of these three dimensions may contribute to the improvement of the teacher's performance and insertion, insofar as it has the potential to direct / guide its didactic transposition according to the constitutive elements of Didactic of Physics – DF.
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spelling Didactics of Physics: an analysis of its epistemological, cognitive and methodological elementsDidática da Física: uma análise de seus elementos de natureza epistemológica, cognitiva e metodológicaThe demarcation, constitution and definition of a specific field of research, directed and dedicated to the systematic study of the phenomena arising from the interactions between teacher – students – knowledge about Physics, undoubtedly reflects a process of definition, substitution and evolution from a perspective of teacher training. In this way, the present work points out some elements that can be grouped into three fields or dimensions, namely: epistemic, cognitive and methodological. Consequently, the present discussion, appropriation and understanding of the contributions of these three dimensions may contribute to the improvement of the teacher's performance and insertion, insofar as it has the potential to direct / guide its didactic transposition according to the constitutive elements of Didactic of Physics – DF.A demarcação, constituição e a definição de um campo de pesquisa específico, direcionado e dedicado ao estudo sistemático dos fenômenos oriundos das interações entre professor – estudantes – conhecimento sobre a Física, indubitavelmente, reflete um processo de definição, substituição e evolução de uma perspectiva de formação do professor de Física. Dessa forma, o presente trabalho assinala alguns elementos que podem ser agrupados em três campos ou dimensões, a saber: epistêmico, cognitivo e metodológico. Consequentemente, a presente discussão, apropriação e o entendimento das contribuições dessas três dimensões poderá concorrer para o aperfeiçoamento da atuação e da inserção do professor, na medida em que detém o potencial de balizar/conduzir sua transposição didática, segundo os elementos constitutivos da Didática da Física – DF.Imprensa Universitária - UFSC2018-04-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p2010.5007/2175-7941.2018v35n1p20Caderno Brasileiro de Ensino de Física; v. 35 n. 1 (2018); 20-412175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p20/36142Copyright (c) 2018 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessSilva, João Batista daSales, Gilvandenys LeiteAlves, Francisco Regis Vieira2018-11-27T15:27:59Zoai:periodicos.ufsc.br:article/51632Revistahttp://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:2018-11-27T15:27:59Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
Didática da Física: uma análise de seus elementos de natureza epistemológica, cognitiva e metodológica
title Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
spellingShingle Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
Silva, João Batista da
title_short Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
title_full Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
title_fullStr Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
title_full_unstemmed Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
title_sort Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements
author Silva, João Batista da
author_facet Silva, João Batista da
Sales, Gilvandenys Leite
Alves, Francisco Regis Vieira
author_role author
author2 Sales, Gilvandenys Leite
Alves, Francisco Regis Vieira
author2_role author
author
dc.contributor.author.fl_str_mv Silva, João Batista da
Sales, Gilvandenys Leite
Alves, Francisco Regis Vieira
description The demarcation, constitution and definition of a specific field of research, directed and dedicated to the systematic study of the phenomena arising from the interactions between teacher – students – knowledge about Physics, undoubtedly reflects a process of definition, substitution and evolution from a perspective of teacher training. In this way, the present work points out some elements that can be grouped into three fields or dimensions, namely: epistemic, cognitive and methodological. Consequently, the present discussion, appropriation and understanding of the contributions of these three dimensions may contribute to the improvement of the teacher's performance and insertion, insofar as it has the potential to direct / guide its didactic transposition according to the constitutive elements of Didactic of Physics – DF.
publishDate 2018
dc.date.none.fl_str_mv 2018-04-25
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/2175-7941.2018v35n1p20
10.5007/2175-7941.2018v35n1p20
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p20
identifier_str_mv 10.5007/2175-7941.2018v35n1p20
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p20/36142
dc.rights.driver.fl_str_mv Copyright (c) 2018 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 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. 35 n. 1 (2018); 20-41
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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