A proposal to introduce a topic of contemporary physics into high-school teaching

Santos, Wilma Machado Soares; Luiz, A. M.; Carvalho, Carlos Rodrigues de

doi:10.1088/0031-9120/44/5/011

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…In recent years, increasing attention has been given to the teaching of modern physics in high schools [1][2][3][4][5][6][7][8]. The reason is twofold: on one hand, students should embrace a more realistic and updated vision of the world; on the other hand, they should also be put in the position of understanding, at least at a qualitative level, the latest scientific discoveries reported in the newspaper front pages.…”

Section: Introductionmentioning

confidence: 99%

Experience gravity in the classroom using the rubber sheet: an educational proposal from the collaboration between university and school

Postiglione¹,

Angelis²

2021

Phys. Educ.

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Teaching modern physics in high school is of increasingly importance as it can offer students a more realistic and updated vision of the world, and can provide an opportunity to understand the most recent scientific discoveries. In this context, general relativity (GR) occupies a prominent place, since it is related to astonishing scientific results, such as the first image of a black hole or the discovery of gravitational waves. In this paper we describe an educational proposal aimed at teaching GR in high schools in a fun and playful way using the so-called rubber sheet analogy. We present a set of instructions to build a simple and low-cost space-time simulator, and a series of related educational cards that guide the teacher in the implementation of the activities step by step. This work is the result of a long and productive debate among Italian high school teachers who have collaborated for many years with the Department of Mathematics and Physics of Roma Tre University in Rome. As our proposal relies on the collaboration with the final users, we believe that it will meet their needs and expectations, and it will help to treat GR in high school more and more over time.

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Section: Introductionmentioning

confidence: 99%

Experience gravity in the classroom using the rubber sheet: an educational proposal from the collaboration between university and school

Postiglione¹,

Angelis²

2021

Phys. Educ.

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“…No meio acadêmico, a discussão sobre a necessidade de uma atualização curricular que passe a englobar conhecimentos da ciência moderna e contemporânea vem ocorrendo de forma sistemática desde, pelo menos, a década de 1980 (Gil, Senent & Solbes, 1988;Fischler & Lichtfeldt, 1992;Gil & Solbes, 1993;Santos, Luiz & Carvalho, 2009;Barcelos & Guerra, 2015). Atualmente, temos um repertório de justificativas para a inserção da Física Moderna e Contemporânea (FMC) na educação em nível médio, que vão desde o interesse em atrair jovens para a área científica enquanto uma carreira profissional (Stannard, 1990;Wilson, 1992), até pela ideia de que o estudo da FMC pode trazer contribuições para uma mudança na "visão de mundo" que possuímos (Freire Jr et al, 1995;Gauch, 2009). A nosso ver, pensar a inserção da Física Moderna e Contemporânea no Ensino Médio, em especial o tópico de Estrutura da Matéria, envolve, inevitavelmente, pensar sobre como a aprendizagem deste tópico envolve rupturas e novos olhares sobre o mundo físico que é alvo de estudo.…”

Section: Introductionunclassified

Obstáculos Cognitivo-Epistemológicos E Modelos Explicativos No Estudo Sobre a Estrutura Da Matéria Nas Aulas De Física

Pessanha

2018

IENCI

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O conhecimento envolvido na Física Moderna e Contemporânea rompe não somente com formas de pensar próprias do conhecimento do senso comum, mas também com formas de pensar próprias da ciência clássica. Assim, a discussão sobre o seu ensino e aprendizagem no Ensino Médio passa pela compreensão sobre como formas de pensar e de construir conhecimento impactam na elaboração de modelos explicativos. Nesta pesquisa, a partir das noções de ruptura e de obstáculo epistemológico de Bachelard, e em uma aproximação aos estudos sobre modelos mentais e conceituais, buscamos entender como os obstáculos cognitivo-epistemológicos atuam na construção de modelos explicativos sobre a estrutura da matéria. Para isso, foram gravadas aulas de física ocorridas em dois contextos, a educação secundária catalã, na Espanha, e o ensino médio paulista. A partir de uma análise qualitativa e interpretativa foi possível identificar obstáculos cognitivo-epistemológicos relacionados com a percepção ingênua de fenômenos do cotidiano, com o uso de metáforas e imagens, e com um raciocínio limitado e incongruente. Conforme verificamos, estes obstáculos dificultaram a construção de modelos mentais que se aproximassem do modelo conceitual alvo. Acreditamos que as análises e conclusões aqui apresentadas contribuem para uma necessária discussão sobre o papel dos obstáculos cognitivo-epistemológicos na aprendizagem de conceitos envolvidos na Física Moderna e Contemporânea.

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“…In addition, we need realize that science has constantly innovated in the last decades, even so, a lot of current fundamental issues to the understanding of our world are not discussed in the high school classroom. For this reason, many papers propose that current topics be explored in physics classes [3][4][5]. One of the topics wich may have important collaboration in the classroom, when it comes to mathematical modeling for understanding physical phenomena, is fractals.…”

Section: Introductionmentioning

confidence: 99%

A simple and didactic method to calculate the fractal dimension - an interdisciplinary tool

Souza,

Alves,

Balthazar

2018

Preprint

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Perfect fractals are mathematical objects that, because they are generated by recursive processes, have self-similarity and infinite complexity. In particular, they also have a fractional dimension. Although several proposals for the study of fractals at the basic level are present in the literature, only few proposals for the study of real fractals exist, which does not seem reasonable in our point of view considering the wealth of the theme and its potentiality as interdisciplinary theme in math education. For this reason, in this text, we present a simple and easily assimilable method to calculate the fractal dimension of any two-dimensional object. The method is divided into two steps. In the first step, students learn how is calculated the fractal dimension of any figure and they do this manually. Next part, which according to our best knowledge is new, with respect to the application in classroom, consists in the procedure of determining the fractal dimension using a smartphone and a computer with free software imageJ installed. This proposal is easily understandable, considering the high school curriculum, and readily replicable, considering its easy adaptation to the most diverse school realities.

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A proposal to introduce a topic of contemporary physics into high-school teaching

Cited by 5 publications

References 12 publications

Experience gravity in the classroom using the rubber sheet: an educational proposal from the collaboration between university and school

Experience gravity in the classroom using the rubber sheet: an educational proposal from the collaboration between university and school

Obstáculos Cognitivo-Epistemológicos E Modelos Explicativos No Estudo Sobre a Estrutura Da Matéria Nas Aulas De Física

A simple and didactic method to calculate the fractal dimension - an interdisciplinary tool

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