Las unidades en problemas de Física para escuela secundaria

Consuelo Escudero, Sonia Beatriz González

Resumo


http://dx.doi.org/10.5007/2175-7941.2009v26n3p460

Solving exercises and Science problems promote the development
of abilities related with the elaboration of new operating schemes
as the consolidation of structures that have been built along the
school work of the student. One of the aspects to be considered in
the development of structures is that one referred to the conceptua-
lization of the measurement and units system. Through the analysis
of some problematic situations faced by High School students of
first year (around 15 years old), higher level, we observe that there
may be concepts in action and theorems in action, with their res-
pective rules of action mostly related with those basic structures
built in the mathematics field and with those strategies activated in
daily life. The discrimination of the different type of decisions ta-
ken by the student while solving a problematic situation, carried
out on the light of the Theory of Conceptual Fields of Vergnaud,
invites us to think over the differences in the level of difficulty pre-
sent in every magnitude as well as the need of making a critical re-
view of the equivalence concept.


Palavras-chave


Unidades; campo conceptual; número; aprendizaje.

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Cad. Bras. Ens. Fís. UFSC, Florianópolis, SC, Brasil - - - eISSN 2175-7941 - - - está licenciada sob Licença Creative Commons
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