المؤلفون: Chávez, Liliana Fort

المصدر: Reencuentro: Análisis de Problemas Universitarios; jul-dic2023, Vol. 35 Issue 86, p321-341, 21p

مصطلحات موضوعية: MECHANICS (Physics), MODERNITY, COLLEGE teaching, PHYSICS education, LITERATURE

Abstract (English): Modernity considered the causal knowledge of Newtonian physics as the only objective knowledge and with its method various disciplines were developed without connection to each other. The assumption was that the subject of knowledge is separated from the object that knows, and that reality is static and mechanical. The academy and national universities taught disciplinary knowledge with a positivist vision. The complexity was preserved in literature, through the differences it shows us in life, allows us to organize information and communicate. The university must promote transdisciplinarity in generations of teachers and students. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): La modernidad consideró al conocimiento causal de la física newtoniana como el único conocimiento objetivo y con su método se desarrollaron diversas disciplinas sin conexión entre sí. El presupuesto fue que el sujeto del conocimiento está separado del objeto que conoce, y que la realidad es estática y mecánica. La academia y universidades nacionales impartieron conocimientos disciplinarios con una visión positivista. La complejidad que se conservó en la literatura, a través de las diferencias que nos muestra en la vida, nos permite organizar información y comunicar. La universidad debe fomentar la transdisciplina en las generaciones de profesores y alumnos. [ABSTRACT FROM AUTHOR]

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Alternate Title: AESTHETICS AND SYMMETRY IN THE ALTERNATIVE CONCEPTIONS OF SPACE IN NEWTONIAN MECHANICS. (English)
ESTÉTICA E SIMETRIA NAS CONCEPÇÕES ESPONTÂNEAS DE ESPAÇO DA MECÂNICA NEWTONIANA. (Portuguese)

المؤلفون: Ferreira Pires, Flaviston, Alves da Silva, José

المصدر: Revista Góndola, Enseñanza y Aprendizaje de las Ciencias; sep-dic2022, Vol. 17 Issue 3, p590-606, 17p

مصطلحات موضوعية: MECHANICS (Physics), PHYSICS education, SCIENCE teachers, SCHOOL discipline, TEACHER training, PHYSIOLOGY education

Abstract (English): This work aims to contribute to the initial training of science teachers by investigating the concepts of aesthetics and symmetry present in some alternative conceptions of Newtonian mechanics. We developed a didactic approach to a discipline of physics in higher education, in a science course, trying to discover how these elements of aesthetics and symmetry were present in the alternative concepts brought up by students enrolled in this discipline. For that, we carried out bibliographical research on the concepts of aesthetics and symmetry in a historiographical review of Newton's laws and alternative concepts. A methodological foundation related to the school routine as a theoretical framework was used. Data collection was through textual productions, recordings of classes, notes in diaries, and a test. The analysis was made following the content analysis method. The results suggest a strong presence of aspects of aesthetics and symmetry in these conceptions, especially about space, in particular, due to their relationship with the physical senses (vision, especially). [ABSTRACT FROM AUTHOR]

Abstract (Spanish): Pretendemos contribuir a la formación inicial de los profesores de ciencias, investigando los conceptos de estética y simetría presentes en algunos conceptos alternativos en la mecánica newtoniana. Luego de realizar una búsqueda bibliográfica y una revisión historiográfica sobre los conceptos de estética y simetría en las leyes de Newton y conceptos alternativos sobre el tema, implementamos una secuencia didáctica en una asignatura básica de física de una carrera de ciencias, con el fin de descubrir en que forma estos elementos de estética y simetría estaban presentes en los conceptos alternativos planteados por los estudiantes, con más énfasis en el concepto de espacio. Basando el marco teórico en fundamentos metodológicos relacionados con la rutina escolar. Los datos fueron recolectados a través de producciones textuales, grabaciones de clases, apuntes en los cuadernos de la bitácora del investigador y una prueba. Sistematizamos las categorías de resultados encontrados mediante análisis de contenido. Encontramos una fuerte presencia de aspectos de estética y simetría en estas concepciones, especialmente en la discusión del espacio, en particular por su fuerte relación con los sentidos físicos (visión, sobre todo). [ABSTRACT FROM AUTHOR]

Abstract (Portuguese): Pretendemos contribuir com a formação inicial de professores de ciências por meio da investigação dos conceitos de estética e simetria presentes em alguns conceitos espontâneos na mecânica newtoniana. Após realizarmos uma pesquisa bibliográfica e uma revisão historiográfica acerca dos conceitos de estética e de simetria nas leis de Newton e dos conceitos espontâneos sobre o tema, implementamos uma sequência didática em uma disciplina de física básica de um curso de licenciatura em ciências, de modo a descobrirmos de que maneira esses elementos de estética e de simetria estavam presentes nos conceitos espontâneos trazidos à tona pelos estudantes (com mais ênfase no conceito de espaço). Usando fundamentos metodológicos relacionados ao cotidiano escolar como marco teórico. Os dados foram colhidos por meio de produções textuais, gravações de aulas, anotações em diários do pesquisador e com os resultados de um teste. Sistematizamos as categorias de resultados encontrados por meio da análise de conteúdo. Constatamos forte presença de aspectos de estética e de simetria nessas concepções, especialmente na discussão de espaço, em particular devido à sua relação com os sentidos físicos (visão, sobretudo). [ABSTRACT FROM AUTHOR]

: Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Díaz-Solórzano, S., González-Díaz, L., Buitrago, C.

المصدر: Latin-American Journal of Physics Education; Sep2012, Vol. 6 Issue 3, p439-448, 10p

مصطلحات موضوعية: MECHANICS (Physics), MOTION, TEACHING research, STUDY & teaching of philosophy of science, PHYSICS education

Abstract (English): We raised a proposal for the teaching of the classification of motion of a particle from the views kinematic and dynamic, which makes use of the theory of scientific concept formation. This proposal has the advantage that simultaneously with the teaching of the subject classification of movement, is also taught as regards the formation of scientific concepts in physics. In addition, the definitions used are constructed independently of one-dimensional framework. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): Planteamos una propuesta para la enseñanza de la clasificación del movimiento de una partícula desde los puntos de vista cinemático y dinámico, que hace uso de la teoría de formación de conceptos científicos. Tal propuesta tiene la ventaja de que simultáneamente con la enseñanza del tema de clasificación de movimiento, también se enseña lo referente a la formación de conceptos científicos en Física. Además, la definiciones empleadas son construidas independientemente del marco unidimensional. [ABSTRACT FROM AUTHOR]

: Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Ortigoza, L., Llovera-González, J., Odetti, H.

المصدر: Latin-American Journal of Physics Education; Dec2011, Vol. 5 Issue 4, p839-847, 9p

مصطلحات موضوعية: PHYSICS education, ENERGY conservation, ENVIRONMENTAL physics, THERMODYNAMICS education, MECHANICS (Physics)

Abstract (English): To teach and to learn sciences, in particular Physics require promoting an effective and creative reasoning in the student in correspondence with a knowledge base integrated and flexible, presenting multiple pathways that promote the continued education. Adhering to the opinion of Meireu expressing in his work "Learning, yes, but how?" when he says: "... education is to create a favorable environment, we do not learn anything that we not rediscovered and reconstructed" [1], was considered relevant to do an initial exploration of the situation of the students in order to learn physics, which cover the analysis of previous knowledge as well as generic skills that students have at the beginning of their university studies. The aim of this paper is to present the case of the matter of General Physics and Thermodynamics that correspond to the Career of Degree of Licentiate in Nutrition, of the School of Biochemistry and Biological Sciences of the Universidad Nacional del Litoral, Santa Fe, Argentina. A study of the matter within the curriculum of the career is presented, their position in relation to academic outcomes, and a diagnostic evaluation analysis trying to understand the situation that faced the teaching and the learning of the registered students in the course. Based on reflections about the results, a restructuring of the subject is proposed, taking like the axis of teaching the conservation of energy law, like unifier principle of Physics (invariant topic [2, 3], generative topic [4]) and possible link with other matters in the career. The didactic alternative create a learning space that, based on the preconcepts of the students, developing generic learning strategies and is adapted to a student behavior allowing different ways of learning. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): La enseñanza y aprendizaje de ciencias en general y de Física en particular, requiere promover en el estudiante el razonamiento eficaz y creativo de acuerdo a una base de conocimiento integrada y flexible, presentando múltiples caminos que promuevan la educación continua. Adhiriendo a lo referido por Meireu en su obra "Aprender, sí, pero ¿cómo?" cuando menciona... "La educación consiste en crear un entorno favorable, no aprendemos nada que uno mismo no haya redescubierto y reconstruido" [1], se considera relevante realizar una exploración inicial sobre la situación de los alumnos frente al aprendizaje de Física, que abarque el análisis de conocimientos previos así también como de las competencias genéricas con que los estudiantes comienzan sus estudios universitarios. En el presente trabajo se presenta el caso de la asignatura Física General y Termodinámica de la carrera Licenciatura en Nutrición, perteneciente a la Facultad de Bioquímica y Ciencias Biológicas de la Universidad Nacional del Litoral, Santa Fe, Argentina. Se realiza un estudio sobre la asignatura, sus puntos de articulación transversal y longitudinal dentro del plan de estudio, su situación en relación a los resultados académicos a partir del inicio de la carrera, y un análisis de evaluación diagnóstico tratando de comprender la situación frente a la enseñanza y el aprendizaje de los inscriptos al cursado. En base a las reflexiones sobre los resultados obtenidos, se propone la reestructuración de la materia, tomando como eje de enseñanza la conservación de la energía, como principio unificador en toda la Física (contenido invariante [2, 3], tópico generativo [4]) y posible nexo con otras asignaturas de la carrera. La propuesta didáctica propicia un espacio que, partiendo de las preconcepciones de los alumnos, desarrolle estrategias genéricas de aprendizaje y se adapte al comportamiento del estudiante posibilitando diferentes formas de aprender. [ABSTRACT FROM AUTHOR]

: Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Hurtado, Alejandro, Castrillón, Arjuna, Vargas, Gonzalo

المصدر: Latin-American Journal of Physics Education; May2010, Vol. 4 Issue 2, p367-373, 7p, 2 Color Photographs, 1 Diagram, 9 Graphs

مصطلحات موضوعية: MECHANICS (Physics), QUANTUM theory, GRAVITATIONAL lenses, PHYSICS education, BEAM splitters

Abstract (English): Developing an interactive simulation and utilizing principles of Newtonian mechanics, describing the deflection was achieved in beams of light caused by gravitational lensing different arrangements, making it possible to visualize some interesting effects due to this phenomenon such as the formation of multiple images, arcs and Einstein rings. This tool facilitated a better understanding and conceptualization of the physical situation being studied by students of different courses in physics at the university level. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): Desarrollando una simulación interactiva y recurriendo a principios de la mecánica de Newton, se logró describir la deflexión causada en haces de luz por diferentes arreglos de lentes gravitacionales, haciendo posible visualizar algunos efectos interesantes consecuencia de este fenómeno tales como la formación de imágenes múltiples, arcos y anillos de Einstein. Dicha herramienta favoreció una mejor comprensión y conceptualización de la situación física en estudio por parte de estudiantes de diferentes cursos de Física a nivel universitario. [ABSTRACT FROM AUTHOR]

: Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Ballesteros, Harley J. Orjuela, Marquez, Alejandro Hurtado

المصدر: Latin-American Journal of Physics Education; Jan2010, Vol. 4 Issue 1, p216-219, 4p, 2 Color Photographs, 1 Graph

مصطلحات موضوعية: PHYSICS education, PHENOMENOLOGY, TEMPERATURE, THERMAL analysis, MECHANICS (Physics)

Abstract (English): It proposes an alternative in the management, development and learning of the thermal processes in mechanical physics, as they are it the diagrams P-V or Diagrams of Clapeyron, in an ideal system of contained gases in different recipients where he thinks about a variation of temperature, pressure and volume. This phenomenology is modeled and it solves by means of the employment of a free platform Gnu/Linux like it is the STEP software package that allows to illustrate and to confront the obtained theoretical solution, through the meters incorporated in this free software developed by the groups The KDE Education Project (Kde-Edu) and Fisinfor. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): Se propone una forma alternativa en el manejo, desarrollo y aprendizaje de los procesos térmicos en física mecánica, como lo son los diagramas P-V o Diagramas de Clapeyron, en un sistema ideal de gases contenidos en diferentes recipientes donde se plantea una variación de temperatura, presión y volumen. Esta fenomenología se modela y resuelve mediante el empleo de una plataforma libre Gnu/Linux como lo es el paquete computacional STEP, que permite ilustrar y "confrontar" la solución teórica obtenida, a través de los medidores incorporados en este software libre desarrollado por los grupos The KDE Education Project (Kde-Edu) y Fisinfor. [ABSTRACT FROM AUTHOR]

: Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)