Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching

Detalhes bibliográficos
Autor(a) principal: Oliveira, Arthur Couto Rosa Dutra de
Data de Publicação: 2022
Outros Autores: Celestino Silva, Cibelle
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/84527
Resumo: Physics education necessarily involves teaching mathematics and the relationship between both subjects. This relationship is of instrumental, epistemological, social and cultural nature. Lack of comprehension by students of epistemological questions about physics and its relationship with mathematics is an epistemic demand. This article examines some of the justifications for the use and success of mathematics in physics among undergraduate students. The methodology involved the development, application, and analysis of a questionnaire to investigate undergraduate students’ views concerning the effectiveness of mathematics in physics. Ninety-two undergraduate students of science courses answered the questionnaire, which allowed us to categorize their epistemological   conceptions. We found that the analyzed courses contribute little to fostering the students’ epistemological understanding of some of the relations between physics and mathematics. The students would like to have more content of philosophy of science in the curricula of their courses.
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spelling Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teachingJustificativas para o sucesso da matemática na descrição da natureza como demanda epistêmica no ensino de física Physics education necessarily involves teaching mathematics and the relationship between both subjects. This relationship is of instrumental, epistemological, social and cultural nature. Lack of comprehension by students of epistemological questions about physics and its relationship with mathematics is an epistemic demand. This article examines some of the justifications for the use and success of mathematics in physics among undergraduate students. The methodology involved the development, application, and analysis of a questionnaire to investigate undergraduate students’ views concerning the effectiveness of mathematics in physics. Ninety-two undergraduate students of science courses answered the questionnaire, which allowed us to categorize their epistemological   conceptions. We found that the analyzed courses contribute little to fostering the students’ epistemological understanding of some of the relations between physics and mathematics. The students would like to have more content of philosophy of science in the curricula of their courses. O ensino de física necessariamente envolve o ensino de matemática e de relações entre as duas disciplinas; relações essas que são de ordem instrumental, epistemológica, social e cultural. A falta de compreensão por parte dos estudantes sobre questões epistemológicas envolvendo a física e sua relação com a matemática se configura como uma demanda epistêmica. No presente trabalho examinamos algumas justificativas para o sucesso do uso da matemática na física por graduandos de cursos de ciências exatas. A metodologia utilizada envolveu o desenvolvimento, aplicação e análise de um questionário para investigar as visões dos graduandos com relação à efetividade da matemática na física. Noventa e dois estudantes de cursos de bacharelado e licenciatura responderam ao questionário, o que permitiu construir uma categorização das visões epistemológicas dos estudantes. Constatamos que os cursos analisados pouco contribuem para o refinamento da compreensão de aspectos epistemológicos dos estudantes acerca da questão investigada; e que os graduandos gostariam que questões de filosofia da ciência fossem incorporadas nos currículos de seus cursos. Imprensa Universitária - UFSC2022-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/8452710.5007/2175-7941.2022.e84527Caderno Brasileiro de Ensino de Física; v. 39 n. 1 (2022): Caderno Brasileiro de Ensino de Física; 10-332175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/84527/48478Oliveira, Arthur Couto Rosa Dutra deCelestino Silva, Cibelleinfo:eu-repo/semantics/openAccess2022-04-07T13:42:15Zoai:periodicos.ufsc.br:article/84527Revistahttp://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:2022-04-07T13:42:15Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
Justificativas para o sucesso da matemática na descrição da natureza como demanda epistêmica no ensino de física
title Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
spellingShingle Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
Oliveira, Arthur Couto Rosa Dutra de
title_short Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
title_full Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
title_fullStr Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
title_full_unstemmed Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
title_sort Justifications for the success of mathematics in the description of nature as an epistemic demmand on physics teaching
author Oliveira, Arthur Couto Rosa Dutra de
author_facet Oliveira, Arthur Couto Rosa Dutra de
Celestino Silva, Cibelle
author_role author
author2 Celestino Silva, Cibelle
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Arthur Couto Rosa Dutra de
Celestino Silva, Cibelle
description Physics education necessarily involves teaching mathematics and the relationship between both subjects. This relationship is of instrumental, epistemological, social and cultural nature. Lack of comprehension by students of epistemological questions about physics and its relationship with mathematics is an epistemic demand. This article examines some of the justifications for the use and success of mathematics in physics among undergraduate students. The methodology involved the development, application, and analysis of a questionnaire to investigate undergraduate students’ views concerning the effectiveness of mathematics in physics. Ninety-two undergraduate students of science courses answered the questionnaire, which allowed us to categorize their epistemological   conceptions. We found that the analyzed courses contribute little to fostering the students’ epistemological understanding of some of the relations between physics and mathematics. The students would like to have more content of philosophy of science in the curricula of their courses.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-07
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/84527
10.5007/2175-7941.2022.e84527
url https://periodicos.ufsc.br/index.php/fisica/article/view/84527
identifier_str_mv 10.5007/2175-7941.2022.e84527
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/84527/48478
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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. 39 n. 1 (2022): Caderno Brasileiro de Ensino de Física; 10-33
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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