The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers

Detalhes bibliográficos
Autor(a) principal: Brandão, Rafael Vasques
Data de Publicação: 2019
Outros Autores: Araujo, Ives Solano, Veit, Eliane Angela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n1p85
Resumo: It is almost consensus in the context of physics education research the relevance of teaching strategies focused on critical reflections about the topics on discussion. Based on previous studies, we assumed that “didactic-scientific modeling” strategy is a promising theoretical-methodological framework for this purpose. Its theoretical background was mainly based on Vergnaud’s conceptual fields theory and the Bunge’s epistemological conception concerning scientific modeling process. This framework has been used on a compulsory graduate course of a professional master in physics teaching. This empirical study, with qualitative focus and explanatory purpose, allowed us to collect evidences of conceptions, difficulties and advances in the conceptualization of the real by the students enrolled in this course and also to identify possible operative invariants used by them.
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spelling The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachersA estratégia da modelagem didático-científica para a conceitualização do real no ensino de física: um estudo de caso com professores de ensino médioIt is almost consensus in the context of physics education research the relevance of teaching strategies focused on critical reflections about the topics on discussion. Based on previous studies, we assumed that “didactic-scientific modeling” strategy is a promising theoretical-methodological framework for this purpose. Its theoretical background was mainly based on Vergnaud’s conceptual fields theory and the Bunge’s epistemological conception concerning scientific modeling process. This framework has been used on a compulsory graduate course of a professional master in physics teaching. This empirical study, with qualitative focus and explanatory purpose, allowed us to collect evidences of conceptions, difficulties and advances in the conceptualization of the real by the students enrolled in this course and also to identify possible operative invariants used by them.Na pesquisa em Ensino de Física é praticamente consensual a relevância de estratégias didáticas que privilegiem uma reflexão crítica sobre os tópicos trabalhados em sala de aula. Com base em estudos anteriores, partiu-se da premissa de que um referencial teórico-metodológico promissor para esse fim é a “modelagem didático-científica”. Seu fundamento se apoia, sobretudo, na teoria dos campos conceituais de Vergnaud e na postura filosófica de Bunge sobre o processo de modelagem científica. Esse referencial foi empregado em uma disciplina obrigatória de um Mestrado Profissional, para dar sentido às formas predicativa e operatória do conhecimento acerca do processo de conceitualização de eventos físicos, com ênfase em modelagem computacional. Este estudo empírico, com enfoque qualitativo e propósito explanatório, permitiu coletar evidências de concepções, dificuldades e avanços na conceitualização do real por parte dos professores de Física do Ensino Médio matriculados nessa disciplina e, ainda, identificar possíveis invariantes operatórios utilizados por esses professores.Universidade Federal de Santa Catarina2019-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n1p8510.5007/1982-5153.2019v12n1p85Alexandria: Revista de Educação em Ciência e Tecnologia; v. 12 n. 1 (2019); 85-1101982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n1p85/40022Copyright (c) 2019 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessBrandão, Rafael VasquesAraujo, Ives SolanoVeit, Eliane Angela2019-05-27T19:13:40Zoai:periodicos.ufsc.br:article/53791Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2019-05-27T19:13:40Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
A estratégia da modelagem didático-científica para a conceitualização do real no ensino de física: um estudo de caso com professores de ensino médio
title The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
spellingShingle The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
Brandão, Rafael Vasques
title_short The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
title_full The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
title_fullStr The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
title_full_unstemmed The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
title_sort The didactic-scientific modeling strategy for the conceptualization of real in the physics teaching: a case study with high school teachers
author Brandão, Rafael Vasques
author_facet Brandão, Rafael Vasques
Araujo, Ives Solano
Veit, Eliane Angela
author_role author
author2 Araujo, Ives Solano
Veit, Eliane Angela
author2_role author
author
dc.contributor.author.fl_str_mv Brandão, Rafael Vasques
Araujo, Ives Solano
Veit, Eliane Angela
description It is almost consensus in the context of physics education research the relevance of teaching strategies focused on critical reflections about the topics on discussion. Based on previous studies, we assumed that “didactic-scientific modeling” strategy is a promising theoretical-methodological framework for this purpose. Its theoretical background was mainly based on Vergnaud’s conceptual fields theory and the Bunge’s epistemological conception concerning scientific modeling process. This framework has been used on a compulsory graduate course of a professional master in physics teaching. This empirical study, with qualitative focus and explanatory purpose, allowed us to collect evidences of conceptions, difficulties and advances in the conceptualization of the real by the students enrolled in this course and also to identify possible operative invariants used by them.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-27
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/alexandria/article/view/1982-5153.2019v12n1p85
10.5007/1982-5153.2019v12n1p85
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n1p85
identifier_str_mv 10.5007/1982-5153.2019v12n1p85
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n1p85/40022
dc.rights.driver.fl_str_mv Copyright (c) 2019 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 12 n. 1 (2019); 85-110
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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