The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.

Detalhes bibliográficos
Autor(a) principal: Silva, Jonas Cegelka da
Data de Publicação: 2018
Outros Autores: Nonenmacher, Sandra Elisabet Bazana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/43312
Resumo: The physics teaching occur, a lot of times, in a disconnected way of the reality the students. Besides, their previous knowledge is disrespected in the pedagogic practices. In that sense, this work was structured from on the students' previous ideas as starting point in the study of Newton's laws, in the first year of the secondary education. Looking for sign the meaningful learning, their previous conceptions were compared with the conceptual map that the same ones elaborated at the end of the instruction.Of that, it was possible to notice the conceptual evolution of the students, although, still, other tools are important and necessary to verify sign of the learning of the developed concepts.
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spelling The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.La enseñanza de las leyes de Newton a partir de las concepciones previas y los mapas conceptuales de los estudiantes.O ensino das leis de Newton a partir das concepções prévias dos alunos e de mapas conceituais Conhecimento PrévioAprendizagem SignificativaMapas ConceituaisPrior KnowledgeMeaningful LearningConcept MapsConocimiento previoAprendizaje significativoMapas conceptualesThe physics teaching occur, a lot of times, in a disconnected way of the reality the students. Besides, their previous knowledge is disrespected in the pedagogic practices. In that sense, this work was structured from on the students' previous ideas as starting point in the study of Newton's laws, in the first year of the secondary education. Looking for sign the meaningful learning, their previous conceptions were compared with the conceptual map that the same ones elaborated at the end of the instruction.Of that, it was possible to notice the conceptual evolution of the students, although, still, other tools are important and necessary to verify sign of the learning of the developed concepts.La enseñanza de la física a menudo ocurre de manera desarticulada de la realidad experimentada por los estudiantes. Además, su conocimiento previo no se tiene en cuenta en las prácticas pedagógicas. En este sentido, el trabajo en pantalla se estructuró con las ideas previas de los estudiantes como punto de partida en el estudio de las leyes de Newton en el primer año de la escuela secundaria. Buscando evidencia de que el aprendizaje ocurrió significativamente, sus concepciones anteriores se compararon con el mapa conceptual que elaboraron al final de la instrucción. A partir de esto, fue posible percibir su evolución conceptual, aunque, aun así, otras herramientas son importantes y necesarias para verificar los signos del aprendizaje de los conceptos desarrollados.O ensino da física ocorre, muitas vezes, de forma desarticulada da realidade vivida pelos alunos. Além disso, o conhecimento prévio dos mesmos é desconsiderado nas práticas pedagógicas. Nesse sentido, o trabalho em tela foi estruturado tendo as ideias prévias dos alunos como ponto de partida no estudo das leis de Newton, no primeiro ano do ensino médio. Buscando indícios de que a aprendizagem ocorreu de forma significativa, suas concepções prévias foram comparadas com o mapa conceitual que os mesmos elaboraram ao final da instrução. Disso, foi possível perceber a evolução conceitual dos mesmos, embora, ainda, outras ferramentas sejam importantes e necessárias para verificar indícios da aprendizagem dos conceitos desenvolvidos.  Universidade Federal de Uberlândia2018-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/4331210.14393/ER-v25n2a2018-9Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 431-451Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 431-451Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 431-4511983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/43312/23354Copyright (c) 2018 Ensino em Re-Vistainfo:eu-repo/semantics/openAccessSilva, Jonas Cegelka daNonenmacher, Sandra Elisabet Bazana2019-10-11T13:39:42Zoai:ojs.www.seer.ufu.br:article/43312Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-10-11T13:39:42Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
La enseñanza de las leyes de Newton a partir de las concepciones previas y los mapas conceptuales de los estudiantes.
O ensino das leis de Newton a partir das concepções prévias dos alunos e de mapas conceituais
title The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
spellingShingle The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
Silva, Jonas Cegelka da
Conhecimento Prévio
Aprendizagem Significativa
Mapas Conceituais
Prior Knowledge
Meaningful Learning
Concept Maps
Conocimiento previo
Aprendizaje significativo
Mapas conceptuales
title_short The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
title_full The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
title_fullStr The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
title_full_unstemmed The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
title_sort The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
author Silva, Jonas Cegelka da
author_facet Silva, Jonas Cegelka da
Nonenmacher, Sandra Elisabet Bazana
author_role author
author2 Nonenmacher, Sandra Elisabet Bazana
author2_role author
dc.contributor.author.fl_str_mv Silva, Jonas Cegelka da
Nonenmacher, Sandra Elisabet Bazana
dc.subject.por.fl_str_mv Conhecimento Prévio
Aprendizagem Significativa
Mapas Conceituais
Prior Knowledge
Meaningful Learning
Concept Maps
Conocimiento previo
Aprendizaje significativo
Mapas conceptuales
topic Conhecimento Prévio
Aprendizagem Significativa
Mapas Conceituais
Prior Knowledge
Meaningful Learning
Concept Maps
Conocimiento previo
Aprendizaje significativo
Mapas conceptuales
description The physics teaching occur, a lot of times, in a disconnected way of the reality the students. Besides, their previous knowledge is disrespected in the pedagogic practices. In that sense, this work was structured from on the students' previous ideas as starting point in the study of Newton's laws, in the first year of the secondary education. Looking for sign the meaningful learning, their previous conceptions were compared with the conceptual map that the same ones elaborated at the end of the instruction.Of that, it was possible to notice the conceptual evolution of the students, although, still, other tools are important and necessary to verify sign of the learning of the developed concepts.
publishDate 2018
dc.date.none.fl_str_mv 2018-08-01
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://seer.ufu.br/index.php/emrevista/article/view/43312
10.14393/ER-v25n2a2018-9
url https://seer.ufu.br/index.php/emrevista/article/view/43312
identifier_str_mv 10.14393/ER-v25n2a2018-9
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/43312/23354
dc.rights.driver.fl_str_mv Copyright (c) 2018 Ensino em Re-Vista
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Ensino em Re-Vista
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 431-451
Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 431-451
Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 431-451
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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