The history of evolution of the physical concept of energy as subsidy for its teaching and learning – part II
Autor(a) principal: | |
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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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Caderno Brasileiro de Ensino de Física (Online) |
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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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1799940573379952640 |