Abordagem experimental da força de atrito em aulas de Física do Ensino Médio

In this paper we propose and describe the performance of an experimental activity to address the concept of friction in High School Physics practical classes. We use a low-cost and simple construction device that enables the determination of the coefficient of static friction between two materials through three different procedures. The results were coherent, with small percentage deviation, which gives reliability to the activity and can stimulate discussions in class. The activity also allows greater contextualization of concepts that are usually discussed only theoretically, requiring a higher abstraction level of the students. This can stimulate discussions and greater interaction between teacher and students.

Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatórias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported by some French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogical action, as well as teachers’ education research critical referential. The discourses interpretations evidenced that these teachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Contextos comunicacionales adecuados e inadecuados para la inclusión de alumnos con discapacidad visual en clases de física moderna

This article is inserted in a wider study that seeks to understand the main inclusion barriers in Physics classes for students with visual impairment It aims to understand which communication context favors or impedes the visually impaired student participation to the impairment visual student’s real participation in Modern Physics activities. The research defines, from the empirical-sensory and semantics structures, the languages used in the activities, as well as, the moment and the speech pattern in which those languages have been used. As a result, this study identifies a strong relation between the uses of the interdependent empirical structure audio-visual language in the non-interactive episodes of authority; a decrease of this structure use in the interactive episodes; the creation of education segregation environments within the clasroom and the frequent use of empirical tactile-hearing interdependent language structure in these environments. Moreover, the concept of «special educational need» is discussed and its inadequate use is analyzed. Suggestions are given for its correct use of «special educational need,» its inadequate use, giving suggestions for its correct use.

Protótipo de uma atividade experimental para o estudo da cinemática realizada remotamente

Este artigo apresenta uma avaliação de um protótipo relativo a um experimento de cinemática que pode ser controlado remotamente via internet. Para tanto, utilizamos microcontroladores da família PIC, visando controlar a velocidade de carrinhos de brinquedo. O intuito foi investigar a possibilidade de se construir um laboratório de Ensino de Física totalmente controlado remotamente com vistas a apoiar cursos de formação inicial e continuada de professores ministrados a distância. A avaliação do protótipo foi realizada por 15 alunos de um curso presencial de Graduação em Física, no âmbito da disciplina de Instrumentação para o Ensino da Física. Os resultados apontam para a viabilidade da utilização desse recurso.

A produção técnico-científica de James Precott Joule: uma leitura a partir da epistemologia de Ludwig Fleck

This paper aims an epistemologically analysis of the attempt of James Prescott Joule to replace the steam engine by the electric one. In this historical analysis, we use the epistemological categories: style of thinking, collective thinking, intercollective circulation of ideas and practices,Joule and other technicians in Machester received in that time financial incentives from governments and industry to replace the steam engine by the electric one, since it was in Manchester a culture of the technique of the accuracy and precision in which Joule was immersed, which allowed us to initially identify the styles of techniques thinking and experimental efficiency. However, Joule could not replace the steam engine by the electric; and the awareness of the problems faced by him, in the attempt to make such a substitution, led him to seek, through an intercollective circulation of ideas and practices, such as the studies of Faraday and Jacobi, a change of direction in his researches. According to our analysis, what happened was a change of style from a technical to a scientific thinking. In this sense, Joule began to investigate issues of a scientific nature, as the Joule’s effect and the mechanical equivalent of heat, which contributed significantly to the establishment of the principle of conservation of energy. We present here the contributions of this epistemological analysis to the discussion of questions of the nature of science in the basic education and for the training of physics teachers.

Função estética dos signos artísticos para promover processos discursivos em sala de aula

The study investigated the use of an artistic work as mediator to trigger and sustain discursive participation of high school students in the classroom. Since the discursive dimension is an essential factor in constructivist teaching orientation, the general idea behind the work seeks to make use of the aesthetic function of signs to enhance the participation of learners discourse. With this goal in mind, the artistic sign painting Water Fall of the artist Maurits Cornelis Escher is employed for teaching physics concept of conservation of mechanical energy. The study compares two methods of a teacher who tries to promote students interactivity discursive. One methodology is guided only by formulating questions and other uses also an artistic sign along with the questions. The work shows that the teacher gets more successfully discursive participation of their students using the second methodology.

Interpretando la estrutura curricular de programas brasileños de licenciatura en Física, a partir de una perspectiva epistemológica de la Didáctica de la Física

This study aims to contribute to understanding the complexity related to the definition and practice of "Didactics of Physics" in initial physics teachers training. We intend to make evident how is understood the Didactics of Physics in curricular organizations, since an "observation" from a perspective based on an analysis of theoretical frameworks of Science Teaching, according to which "Didactics of Physics" is an articulating axis between different disciplines and constitutes the knowledge body to be taught in order to teachers learn to teach physics. For that, we used techniques of documentary analysis, constituting a text from a systematic search of information about Physics teachers’ initial education programs, looking for criteria justifying their organizations and contents of disciplines that aim to contribute to the training for teaching, in a study carried out during 2011. We found on these curricular organizations the presence of disciplines in fields such as: Exact Sciences, Humanities, Social Sciences and Teaching Practice, which indicates a consideration of interdisciplinary training which must receive the future teacher. However, without being consistent with Science Education' epistemology, requesting the integration of interdisciplinary knowledge to solve problems related to teach physics in high school, with some exceptions in the preparation for the subject "traineeship" or training for "Didactic transposition", but since different interpretations.

Demandas de professores de física em exercício no Ensino Médio: subsídios para um processo de reestruturação de um curso de licenciatura

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aportes teóricos e metodológicos para a constituição de um grupo de planejamento conjunto com docentes da licenciatura em física

We present in this paper parts of the results of a research that had the intention to promote a space of communicative interaction among teachers of an undergraduate Course of Physics Teaching so they could plan their courses together. From the theoretical recommendations of the Theory of Communicative Action , by Jürgen Habermas , it was possible to draw a way of rationality crisis in training degree in physics in Brazil and then propose the creation of a Joint Planning Group (JPG) with teachers of specific nature disciplines of physics and disciplines about physics teaching. They start a joint discussion about the relationship among the disciplines in delivering of a project for future high school teachers' training. All meetings developed over a school year in the GPC were recorded, transcribed and analyzed with a part of a methodological analysis feature of the intersubjective interactions. This methodology was developed specifically for the research. The conclusions are related to the joint constructions developed by the JPG, its local contexts and the possibility of extension of this group. The joint constructions undertaken in the group point to the defense of the formation of JPG in the formation of the professors who teach these courses.

Avaliação de monitorias realizadas em um centro de ciências

In this paper we investigate the social interaction established between monitors and student-visitors to a science museum in terms of knowledge mobilized by the explanation about principle operating of Van De Graff Generator. Our research was conducted at a university public that maintains a Center of Sciences and the data were collected through recording video and audio of the dialogues established around a demonstration experiment. Data analysis is established around the conceptual correctness of the explanations made by the monitors. We also conducted a structured interview from a single question: what is the main difficulty faced in planning and conducting his presentation at the Science Center? The results show that the monitors were not able to exceed the process description of the operation of the experimental equipment, not being able to establish an interaction that fosters discussions of scientific concepts with visitors. Our research also found that, although the university maintained a Sciences Center, not there is a link between teacher training and activities in non-formal settings.

Os Fundamentos da Física Aplicados em Situações Cotidianas: Um Estímulo para Aumentar o Interesse dos Alunos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estratégias experimentais de ensino visando contribuir com o ensino de Física de modo significativo: atividades de eletricidade, magnetismo e eletromagnetismo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Oficinas e feira de ciências: experimentação e o ensino de física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Física e o som: possibilidades didáticas e experimentais para o ensio de acústica

We studied in this work some aspects of the physics of sound and music as a tool for physics teaching. The theory of sound since it is generated by some stimulus to its uptake by the human body, in areas such as: frequency, intensity, tone and propagation. The literature of the subject research was combined with the study of free software that captures waves on a computer, using a microphone, and allows to analyze the waves and frequencies involved in the sound, being able to distinguish tones, frequencies and intensities. We have analyzed some instruments (guitar, harmonica and pitch), including voice, from the quantitative and qualitative point of view. Finally we analyze textbooks in their acoustic topics and try to understand how important these materials give to this topic in basic education. We suggest a teaching sequence that could be applied in a high school classroom