CM is a useful tool for evaluating the instructional sequence or conceptual construction of textbooks for the basic cycle of the course of Physics and Engineering as for high school. We show that CM is to the analysis of the concepts of the science the analog of structured language is for programming. As an application, CM will be used to evaluate the topic called Modern Physics written for Basic Physics. We use as theoretical frame the theory of didactic transposition of Chevallard and generalized by Izquierdo-Aymerich, Adúriz-Bravo and others. It can be observed that most Modern Physics books follow the curriculum structure proposed in the book “Quantum Physics” of the authors R. Eisberg and R. Resnick. But some stand out by offering some alternative proposals for the instructional sequence of exposure of subject. Thus, we face the question: Can we evaluate and compare the sequences of didactic presentation of topics in modern physics that led to the development of Schröndiger Equation. What are the main topics that should be given greater emphasis and which could be taught superficially, or even deleted?Concept maps built for the contents of Modern Physics show us the most important links between the key concepts introduced by the authors. They show how concepts are sometimes anticipated, sometimes postponed and sometimes partitioned to provide support and consistency to topics and chapters which will follow. The CM built for high school textbook could tell us the level o math used in its text.
Conceptual mapping will be generalized and used to perform the analysis of how knowledge produced in the 'academic spheres' change, adapt, is simplified and consolidate as knowledge to be taught in the classroom. We will study here how the topic of physics called blackbody radiation is transposed to the textbooks. We analyze the main concepts used by Max Planck (1901) in the development of the theory of blackbody radiation and how they were transcribed, filtered and drawn up in textbooks made for the junior and senior years of the Bachelor of Science in Physics course, for the freshman and sophomore years of an university course and for high school. That is, as the three (3) chapters of Planck’s article condense into a single section in high school textbooks. We will use here a generalized version of Concept Mapping (MSSK) to analyze how the didactic transposition of this theory is made in the generalized definition made by Izquierdo-Aymerich (2003) and synthesized by Author (2017a) of Chevallard theory (1991). We analyze, using as a theoretical framework the cognitive science theory and the theory of Scientific Revolutions of Thomas Kuhn (1970), as the fact that the theory for blackbody radiation has been proposed before the paradigm of quantum mechanics was established affected the epistemological construction of this article and as this fact has been transposed to textbooks. We will demonstrate that MSSK is the natural tool to study the "Transposition Paradigms" in Science. It is proved the thesis that textbooks for high school are a didactic transposition of university books and not from scientific articles.
Este artigo apresenta a proposta e os resultados de se utilizar no ensino de Física jogos educacionais, atividades experimentais e simulações computacionais como técnica de ensino-aprendizagem. O conteúdo abordado é o de hidrodinâmica e sua aplicação nos conceitos físicos envolvidos no voo de aviões. A partir de um material didático próprio e de baixo custo construímos uma sequência didática que era guiada por várias atividades experimentais. Utilizamos como tema motivador um campeonato de avião de papel. O referencial teórico baseia-se na teoria dos Modelos Mentais de Johnson-Laird e na teoria da aprendizagem significativa de Ausubel, de modo que as avaliações dos conhecimentos prévios dos alunos eram realizadas através de questionário avaliativo do tipo teste. Reforçava-se o aprendizado do conteúdo através do uso de simulação computacional usando o software Modellus. A avaliação dos alunos foi feita com o uso de jogos didáticos: cruzadinhas, caça palavras e jogos dos sete erros. Realizou-se a avaliação do projeto através da aplicação de questões que avaliavam as concepções alternativas dos estudantes.
Esse é um curso de educação à distância projetado para ser um e-livro de consulta para professores e estudantes. Este está baseado em notas do Prof. Gil Marques feitas para o projeto e-física da USP - São Paulo. Todo o curso foi refeito e editado por mim. Este curso está em um nível intermediário, entre o nível básico da graduação e da pós-graduação.
Esse é um curso de óptica baseado nas notas de aula do professor DR. Gil da Costa Marques e da Okuno. É complementado com outras notas de aula. Este pretende ser um curso auto-instrutivo.
We present the most current version of the theory of didactic transposition that encompasses (synthesizes) Theory of Chevallard (1991), the Cognitive Theory of Science (CTS) and Mental Models of Jhonson-Laird (1980). Is made here a brief review of Chevallard theory and exposes the generalization of this theory by author according to the work of Izquierdo-Aymerich (2003). That is, it is proposed here a theory to study how the knowledge scientific (the original scientific models) are transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. Complementing the work of Chevallard (1982), Brockington (2005) and others we re-present the characteristics that define the reason of a certain knowledge to be present in textbooks and propose rules defining as a DT should occur or be achieved.
We present a research methodology developed for the theory of knowledge which use conceptual mapping (Novak, 1990), cognitive science theory (Izqueirdo, 2003), theory of didactic transposition (Chevallard 1982) and algorithmic language. We defend the idea that in particular cases, as in the study of the theory of scientific knowledge that conceptual mapping should be done obeying well-defined rules. Due to certain particularities of how Physical theories are constructed and expressed in terms of Physical laws we will have to generalize the tool "conceptual maps" to describe how the Physical theories are elaborated. This generalization will be called "Mapping Scientific Knowledge Structures". With theme the part of physics called blackbody radiation and the theory of Planck's quantization it will be demonstrating the usefulness and effectiveness of this methodology and this tool.
Resumo: Apresenta-se uma pesquisa estatística das publicações dos quinze primeiros anos do século XXI da revista RBEF. Os artigos foram categorizados segundo a classificação usada pela RBEF. O estudo sobre o tipo de pesquisa (artigos) que citam os artigos da RBEF foi feita por amostragem. Estudou-se como a comunidade científica brasileira classificou e está classificando as áreas de conhecimento denominado de "Ensino de Física" e como esta classificação norteou o desenvolvimento desta área do conhecimento. Analisamos seu impacto nas publicações e divulgação do conhecimento científico, assim como sua importância para o ensino de Física no ensino superior como no médio. Estudou-se o impacto (citações) das publicações decorrentes das "Pesquisas em Ensino de Física" e na "História da Física e Ciências Afins". Palavras:chave: História da Física. Comunicação em práticas educativas. Ensino de Física. Divulgação científica.
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