Conceptual changes in physics teaching: developing understanding center of gravity
This article presents a didactic strategy, formed by a set of activities at increasing levels of complexity, designed for the development of the concept of center of gravity, based on Piaget and Garcia's cognitive model for conceptual changes. The bases that underlie this construction are compo...
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Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43727 |
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I10-R316-article-437272024-06-18T02:10:59Z Conceptual changes in physics teaching: developing understanding center of gravity Sequência didática para mudanças conceituais no ensino de física: desenvolvendo o conceito de centro de gravidade Feu Teixeira Santiago, Tatiane Dias Menezes, Paulo Henrique Physics teaching Cognitive model Gravity center Didactic strategy Ensino de física Modelo cognitivo Centro de gravidade Sequência didática This article presents a didactic strategy, formed by a set of activities at increasing levels of complexity, designed for the development of the concept of center of gravity, based on Piaget and Garcia's cognitive model for conceptual changes. The bases that underlie this construction are composed of the dialectical triads of the stages: intra, inter and trans-object. This teaching model enables students to develop increasingly comprehensive concepts, breaking paradigms and expanding their ability to observe, compare and transform knowledge. The method was applied in physics classes with 2nd year high school students. During the application, the evolution of the concept of balance point was examined, in its differentiation with the center of gravity, as an indicator capable of pointing out the students' ways of understanding. The results indicate the potential of balancing and unbalancing processes, based on uncertainty shared among students and between them and the teacher, as an essential element in building the concept of center of gravity in a meaningful way. Neste trabalho apresentamos uma sequência didática, constituída por um conjunto de atividade em níveis crescentes de complexidade, elaborada para possibilitar o desenvolvimento progressivo do conceito de centro de gravidade com base no modelo cognitivo de Piaget e Garcia para mudanças conceituais. As bases que fundamentam essa construção são compostas pelas tríades dialéticas das etapas: intra, inter e trans-objetal. Esse modelo de ensino possibilita levar o estudante à elaboração de conceitos mais abrangentes, rompendo paradigmas e alargando a capacidade de observar, comparar e transformar o conhecimento. A sequência didática foi aplicada em aulas de física com estudantes do 2º ano do ensino do médio. Durante a aplicação examinou-se em detalhes a evolução do conceito de ponto de equilíbrio, na sua diferenciação com o centro de gravidade, como um indicador das formas de compreensão dos estudantes. Os resultados referendam a potencialidade dos processos de equilibração e desequilibração, pautado na incerteza compartilhada entre os estudantes e entre eles e o professor, como elemento essencial na construção do conceito de centro de gravidade de forma significativa. Asociación de Profesores de Física de la Argentina 2023-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43727 10.55767/2451.6007.v35.n2.43727 Journal of Physics Teaching; Vol. 35 No. 2 (2023): July - December; 179-199 Revista de Enseñanza de la Física; Vol. 35 Núm. 2 (2023): Julio - Diciembre; 179-199 Revista de Enseñanza de la Física; v. 35 n. 2 (2023): Julho - Dezembro; 179-199 2250-6101 0326-7091 10.55767/2451.6007.v35.n2 spa por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43727/43871 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43727/43970 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español Portugués |
| format |
Artículo revista |
| topic |
Physics teaching Cognitive model Gravity center Didactic strategy Ensino de física Modelo cognitivo Centro de gravidade Sequência didática |
| spellingShingle |
Physics teaching Cognitive model Gravity center Didactic strategy Ensino de física Modelo cognitivo Centro de gravidade Sequência didática Feu Teixeira Santiago, Tatiane Dias Menezes, Paulo Henrique Conceptual changes in physics teaching: developing understanding center of gravity |
| topic_facet |
Physics teaching Cognitive model Gravity center Didactic strategy Ensino de física Modelo cognitivo Centro de gravidade Sequência didática |
| author |
Feu Teixeira Santiago, Tatiane Dias Menezes, Paulo Henrique |
| author_facet |
Feu Teixeira Santiago, Tatiane Dias Menezes, Paulo Henrique |
| author_sort |
Feu Teixeira Santiago, Tatiane |
| title |
Conceptual changes in physics teaching: developing understanding center of gravity |
| title_short |
Conceptual changes in physics teaching: developing understanding center of gravity |
| title_full |
Conceptual changes in physics teaching: developing understanding center of gravity |
| title_fullStr |
Conceptual changes in physics teaching: developing understanding center of gravity |
| title_full_unstemmed |
Conceptual changes in physics teaching: developing understanding center of gravity |
| title_sort |
conceptual changes in physics teaching: developing understanding center of gravity |
| description |
This article presents a didactic strategy, formed by a set of activities at increasing levels of complexity, designed for the development of the concept of center of gravity, based on Piaget and Garcia's cognitive model for conceptual changes. The bases that underlie this construction are composed of the dialectical triads of the stages: intra, inter and trans-object. This teaching model enables students to develop increasingly comprehensive concepts, breaking paradigms and expanding their ability to observe, compare and transform knowledge. The method was applied in physics classes with 2nd year high school students. During the application, the evolution of the concept of balance point was examined, in its differentiation with the center of gravity, as an indicator capable of pointing out the students' ways of understanding. The results indicate the potential of balancing and unbalancing processes, based on uncertainty shared among students and between them and the teacher, as an essential element in building the concept of center of gravity in a meaningful way. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43727 |
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