The teaching of Newton's laws starting from the previous conceptions of the students and the conceptual maps.
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
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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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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1799944221828841472 |