The process of measurement in Physics teaching from the perspective of scientific modeling process: subsidies for the development of activities in Physics teaching

Abstract

Science relies on measurement as one of its basic empirical operations, which has led to great scientists studying the nuances of data collection and analysis processes throughout history. However, despite its importance, discussions about measurement are often rare in Basic Education and can become reduced to meaningless statistical calculations in undergraduate courses. To address this issue, this article presents reflections on how experimental design and data collection and analysis can be better understood through the process of scientific modeling. Using Didactic-Scientific Modeling, the role of scientific models in the production and interpretation of experimental data is explored, highlighting the differences between observations, measurements, and experiments. Furthermore, scientific modeling is discussed as a way to understand uncertainties of measurements. Finally, two activities are proposed for Secondary School, one focusing on the dispersion of experimental data and the meaning of data set means, and another on the imprecision of measuring instruments, to add sense and significance to the procedures involved in scientific measurement.