Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect
In this paper, we present and justify the use of practical activities in the context of a sequence of teaching on electrical power and the joule effect, used in physics classes at a public high school in Belo Horizonte, Brazil. The focus of the analysis was the use of demonstrative experimental acti...
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2020
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31188 |
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I10-R316-article-311882024-03-04T17:03:54Z Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect Contribuições de atividades experimentais demonstrativas para aulas de física de uma sequência de ensino sobre potência elétrica e efeito Joule Dias Quintão de Almeida, Tiago Melgaço Valadares, Juarez Aguiar Jr, Orlando Chincaro Bernuy, Alfonso Nazareth, Guilherme Practical activities; Discursive interactions; Teaching learning sequences; Energy teaching Atividades experimentais; Interações discursivas; Sequências didáticas; Ensino de energia In this paper, we present and justify the use of practical activities in the context of a sequence of teaching on electrical power and the joule effect, used in physics classes at a public high school in Belo Horizonte, Brazil. The focus of the analysis was the use of demonstrative experimental activities, highlighting the teacher's intentionalities and enunciative strategies in interactions with students, mediated by physical phenomena to be interpreted. The theoretical-methodological framework is based on the socio-historical-cultural approach to human cognition. The letters written by students at the end of the sequence reinforce the potential of demonstrative experimental activities as an effective resource to engage and expand student participation in discus-sions of physical concepts located in phenomena and processes to be interpreted. Neste trabalho, apresentamos e justificamos uso de atividades práticas no contexto de uma sequência de ensino sobre potência elétrica e efeito joule, utilizada em turmas de física de uma escola pública de ensino médio de Belo Horizonte, Brasil. O foco da análise foi o uso de atividades experimentais demonstrativas, destacando as intencionalidades e estratégias enunciativas do professor nas interações com os estudantes, mediadas por fenômenos físicos a interpretar. O referencial teórico-metodológico é lastreado na abordagem sócio-histórico-cultural da cognição humana. As cartas escritas por estudantes ao final da sequência reforçam o potencial de atividades experimentais demonstrativas como recurso eficaz para engajar e ampliar a participação dos estudantes em discussões de conceitos físicos situados em fenômenos e processos a interpretar. Asociación de Profesores de Física de la Argentina 2020-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31188 10.55767/2451.6007.v32.n2.31188 Journal of Physics Teaching; Vol. 32 No. 2 (2020): July-December; 57-68 Revista de Enseñanza de la Física; Vol. 32 Núm. 2 (2020): Julio-Diciembre; 57-68 Revista de Enseñanza de la Física; v. 32 n. 2 (2020): Julho-dezembro; 57-68 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31188/31849 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31188/31855 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Practical activities; Discursive interactions; Teaching learning sequences; Energy teaching Atividades experimentais; Interações discursivas; Sequências didáticas; Ensino de energia |
| spellingShingle |
Practical activities; Discursive interactions; Teaching learning sequences; Energy teaching Atividades experimentais; Interações discursivas; Sequências didáticas; Ensino de energia Dias Quintão de Almeida, Tiago Melgaço Valadares, Juarez Aguiar Jr, Orlando Chincaro Bernuy, Alfonso Nazareth, Guilherme Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect |
| topic_facet |
Practical activities; Discursive interactions; Teaching learning sequences; Energy teaching Atividades experimentais; Interações discursivas; Sequências didáticas; Ensino de energia |
| author |
Dias Quintão de Almeida, Tiago Melgaço Valadares, Juarez Aguiar Jr, Orlando Chincaro Bernuy, Alfonso Nazareth, Guilherme |
| author_facet |
Dias Quintão de Almeida, Tiago Melgaço Valadares, Juarez Aguiar Jr, Orlando Chincaro Bernuy, Alfonso Nazareth, Guilherme |
| author_sort |
Dias Quintão de Almeida, Tiago |
| title |
Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect |
| title_short |
Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect |
| title_full |
Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect |
| title_fullStr |
Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect |
| title_full_unstemmed |
Contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and Joule effect |
| title_sort |
contributions of demonstrative experimental activities for physics classes in a teaching learning sequence on electrical power and joule effect |
| description |
In this paper, we present and justify the use of practical activities in the context of a sequence of teaching on electrical power and the joule effect, used in physics classes at a public high school in Belo Horizonte, Brazil. The focus of the analysis was the use of demonstrative experimental activities, highlighting the teacher's intentionalities and enunciative strategies in interactions with students, mediated by physical phenomena to be interpreted. The theoretical-methodological framework is based on the socio-historical-cultural approach to human cognition. The letters written by students at the end of the sequence reinforce the potential of demonstrative experimental activities as an effective resource to engage and expand student participation in discus-sions of physical concepts located in phenomena and processes to be interpreted. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2020 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31188 |
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