Diferentes concepções da ciência e implicações para seu ensino
| Autor: | Rebeca Vilas Boas Cardoso de Oliveira, Yassuko Hosoume |
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| Jazyk: | portugalština |
| Rok vydání: | 2012 |
| Předmět: | |
| Zdroj: | Educar em Revista n.44 2012 Educar em Revista Universidade Federal do Paraná (UFPR) instacron:UFPR |
| Popis: | A scientific theory is a self-contained knowledge system with structuring elements - the parts - that, when considered through their internal logic, constitute an articulated total. The parts represent a local, conceptual and deep knowledge of the theory, whereas the total represents the utilization of space, the rational and the formalizing - meaning knowledge in extension. Inside a Physics theory, the choice of compound elements in combination with the way they mingle, reveal a specific conceptual structure, which results in a particular product. If this product has a synchronic and spatial nature, a proposal for its teaching will require an epistemological disassembling of its origin, followed by a pedagogical reconstruction, that focuses and classifies the parts in a diachronic and linear way. The analysis of the Classic Mechanics introduced by schoolbooks, duly approved by PNLD/2011, illustrates the particularities of the disassembling and reconstruction of this Physics theory, revealing the different aspects implied within this work suggested for its teaching. |
| Databáze: | OpenAIRE |
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