As equações matemáticas no ensino de Físicauma análise de conteúdos em livros didáticos de Física

  1. Antonio Jorge Sena dos Anjos 1
  2. Concesa Caballero Sahelices 2
  3. Marco Antonio Moreira 3
  1. 1 Universidade Estadual de Feira de Santana
    info

    Universidade Estadual de Feira de Santana

    Feira de Santana, Brasil

    ROR https://ror.org/04ygk5j35

  2. 2 Universidad de Burgos, Espanha
  3. 3 Universidade Federal do Rio Grande do Sul, Brasil
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Journal:
REEC: Revista electrónica de enseñanza de las ciencias

ISSN: 1579-1513

Year of publication: 2015

Volume: 14

Issue: 3

Pages: 312-325

Type: Article

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More publications in: REEC: Revista electrónica de enseñanza de las ciencias

Abstract

This paper presents the findings of an analysis of physics textbooks contents, especially those recommended by the Brazilian National Textbook Program for secondary education, in which an attempt was made to identify how those textbooks deal with the role of mathematics equations in physics. Ausubel’s meaningful learning theory and Vergnaud’s conceptual fields theory were the main theoretical framework under which the study was carried out. Research findings suggest that the way the equations are dealt in the physics textbooks might work as a pedagogical obstacle to the meaningful learning of the physics knowledge since the equations are extremely important in the teaching of physics.

Data source: Dialnet