The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II

Detalhes bibliográficos
Autor(a) principal: Gomes, Luciano Carvalhais
Data de Publicação: 2015
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/2175-7941.2015v32n3p738
Resumo: This paper aims to show the essential aspects of the development of the physical concept of energy, in order to subsidize the choice of teachers on the best way to understand and teach this concept, and it is divided into two parts. Firstly, we have shown some contributions by Thomas Young, Johann Bernoulli, Galileo Galilei, René Descartes and Leibniz, and how was the evolution of the physical concept of energy in the context of machines and beyond the mechanics. In the second and final part, we have finished our analysis presenting some decisive contributions of Joule and Kelvin for the correct and modern formulation of the principle of conservation of energy and, consequently, of the physical concept of energy. Then, we have given our suggestion on how to approach this concept in the classroom.
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spelling The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part IIA história da evolução do conceito físico de energia como subsídio para o seu ensino e aprendizagem – parte IIThis paper aims to show the essential aspects of the development of the physical concept of energy, in order to subsidize the choice of teachers on the best way to understand and teach this concept, and it is divided into two parts. Firstly, we have shown some contributions by Thomas Young, Johann Bernoulli, Galileo Galilei, René Descartes and Leibniz, and how was the evolution of the physical concept of energy in the context of machines and beyond the mechanics. In the second and final part, we have finished our analysis presenting some decisive contributions of Joule and Kelvin for the correct and modern formulation of the principle of conservation of energy and, consequently, of the physical concept of energy. Then, we have given our suggestion on how to approach this concept in the classroom.Este artigo tem como objetivo mostrar os aspectos essenciais do desenvolvimento do conceito físico de energia, para subsidiar a escolha dos professores quanto à melhor maneira de compreender e ensinar esse conceito, e está dividido em duas partes. Na primeira, mostramos algumas contribuições de Thomas Young, Johann Bernoulli, Galileu Galilei, René Descartes e Leibniz, e apresentamos como se deu a evolução do conceito físico de energia no contexto das máquinas e para além da mecânica. Nesta segunda e última parte, encerraremos a nossa análise apresentando algumas contribuições decisivas de Joule e Kelvin para a formulação correta e moderna do princípio de conservação de energia e, consequentemente, do conceito físico de energia. Em seguida, daremos a nossa sugestão de como abordar esse conceito em sala de aula. Imprensa Universitária - UFSC2015-05-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n3p73810.5007/2175-7941.2015v32n3p738Caderno Brasileiro de Ensino de Física; v. 32 n. 3 (2015); 738-7682175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n3p738/30635Copyright (c) 2015 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessGomes, Luciano Carvalhais2018-03-16T12:37:08Zoai:periodicos.ufsc.br:article/35256Revistahttp://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:2018-03-16T12:37:08Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
A história da evolução do conceito físico de energia como subsídio para o seu ensino e aprendizagem – parte II
title The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
spellingShingle The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
Gomes, Luciano Carvalhais
title_short The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
title_full The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
title_fullStr The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
title_full_unstemmed The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
title_sort The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
author Gomes, Luciano Carvalhais
author_facet Gomes, Luciano Carvalhais
author_role author
dc.contributor.author.fl_str_mv Gomes, Luciano Carvalhais
description This paper aims to show the essential aspects of the development of the physical concept of energy, in order to subsidize the choice of teachers on the best way to understand and teach this concept, and it is divided into two parts. Firstly, we have shown some contributions by Thomas Young, Johann Bernoulli, Galileo Galilei, René Descartes and Leibniz, and how was the evolution of the physical concept of energy in the context of machines and beyond the mechanics. In the second and final part, we have finished our analysis presenting some decisive contributions of Joule and Kelvin for the correct and modern formulation of the principle of conservation of energy and, consequently, of the physical concept of energy. Then, we have given our suggestion on how to approach this concept in the classroom.
publishDate 2015
dc.date.none.fl_str_mv 2015-05-12
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/2175-7941.2015v32n3p738
10.5007/2175-7941.2015v32n3p738
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n3p738
identifier_str_mv 10.5007/2175-7941.2015v32n3p738
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n3p738/30635
dc.rights.driver.fl_str_mv Copyright (c) 2015 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2015 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. 32 n. 3 (2015); 738-768
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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