Effects of a modeling cycle in the context of physics teaching

• Autor(a) principal: Souza, Ednilson Sergio Ramalho de
• Data de Publicação: 2021
• 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/73139

The aim of this article is to understand the fruitful effects and perishments of mathematical modeling in the view of physics teachers. For this, based on Hestenes (1987; 2010), Heidemann (2015), Souza (2018) was developed a modeling cycle on the theme Noise Pollution organized didactically in eight actions. The field research involved the mixed methodology focusing on quantitative and qualitative interpretations. The research collaborators were thirteen (n = 13) physics teachers in the formation of an integrated degree course in mathematics and physics at a public university in the municipality of Almeirim, Pará, Brazil. The results suggest that teachers conceived modeling as important in the context of physics teaching, especially to achieve certain contents according to the curriculum of the discipline, for the use of scientific processes during the construction of mathematical models and for the promotion of discussions and debates in the classroom. On the other hand, they reported difficulties to define research objectives based on themes of reality and to build mathematical models consisting of multiple representation tools.