Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics
Autor(a) principal: | |
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Data de Publicação: | 2002 |
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/6623 |
Resumo: | This paper presents a review of teaching approaches in introductory courses about Thermal Physics. As the approaches are based and reported by research it was possible to contrast elements considered by science educators in designing teaching activities. Research based teaching sequences must consider not only the structure of knowledge to be taught, but also students ways of reasoning about these contents and the dynamism of learning processes in classroom settings. In conclusion, we assert that an attention to learning processes brings, necessarily, to reduce the rigor and fidelity with the established scientific knowledge. |
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Caderno Brasileiro de Ensino de Física (Online) |
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Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physicsPlanejar o ensino considerando a perspectiva da aprendizagem: uma análise de abordagens didáticas na introdução à Física térmicaThis paper presents a review of teaching approaches in introductory courses about Thermal Physics. As the approaches are based and reported by research it was possible to contrast elements considered by science educators in designing teaching activities. Research based teaching sequences must consider not only the structure of knowledge to be taught, but also students ways of reasoning about these contents and the dynamism of learning processes in classroom settings. In conclusion, we assert that an attention to learning processes brings, necessarily, to reduce the rigor and fidelity with the established scientific knowledge.Este artigo apresenta uma revisão de propostas didáticas para a introdução à Física Térmica, fundamentadas e documentadas pela pesquisa, o que permite contrastar os elementos com os quais dialoga o educador em ciências ao conceber o ensino. A busca de convergência entre a perspectiva do ensino e da aprendizagem exige que se considerem, no planejamento, não apenas a estrutura do conhecimento a ser ensinado, mas também a forma de pensar dos estudantes sobre estes conteúdos e a dinâmica dos processos de aprendizagem em sala de aula. Concluímos afirmando que a atenção aos processos de formação conduz, necessariamente, a um relaxamento dos compromissos de rigor e fidelidade com os conhecimentos científicos estabelecidos.Imprensa Universitária - UFSC2002-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/6623Caderno Brasileiro de Ensino de Física; v. 19 n. 2 (2002); 219-2412175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/6623/6121Aguiar Junior, Orlando Gomes deinfo:eu-repo/semantics/openAccess2022-11-29T17:35:40Zoai:periodicos.ufsc.br:article/6623Revistahttp://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:2022-11-29T17:35:40Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics Planejar o ensino considerando a perspectiva da aprendizagem: uma análise de abordagens didáticas na introdução à Física térmica |
title |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics |
spellingShingle |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics Aguiar Junior, Orlando Gomes de |
title_short |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics |
title_full |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics |
title_fullStr |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics |
title_full_unstemmed |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics |
title_sort |
Planning teaching from a learning perspective: an analysis of didactic approaches in the introduction to thermal physics |
author |
Aguiar Junior, Orlando Gomes de |
author_facet |
Aguiar Junior, Orlando Gomes de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Aguiar Junior, Orlando Gomes de |
description |
This paper presents a review of teaching approaches in introductory courses about Thermal Physics. As the approaches are based and reported by research it was possible to contrast elements considered by science educators in designing teaching activities. Research based teaching sequences must consider not only the structure of knowledge to be taught, but also students ways of reasoning about these contents and the dynamism of learning processes in classroom settings. In conclusion, we assert that an attention to learning processes brings, necessarily, to reduce the rigor and fidelity with the established scientific knowledge. |
publishDate |
2002 |
dc.date.none.fl_str_mv |
2002-01-01 |
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/6623 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/6623 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/6623/6121 |
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. 19 n. 2 (2002); 219-241 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 |
_version_ |
1799940570008780800 |