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...
Guardado en:
| Autores principales: | , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2020
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31188 |
| Aporte de: |
| Sumario: | 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. |
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