CM is a useful tool for evaluating the instructional sequence or conceptual construction of textbooks for the basic cycle of the course of Physics and Engineering as for high school. We show that CM is to the analysis of the concepts of the science the analog of structured language is for programming. As an application, CM will be used to evaluate the topic called Modern Physics written for Basic Physics. We use as theoretical frame the theory of didactic transposition of Chevallard and generalized by Izquierdo-Aymerich, Adúriz-Bravo and others. It can be observed that most Modern Physics books follow the curriculum structure proposed in the book “Quantum Physics” of the authors R. Eisberg and R. Resnick. But some stand out by offering some alternative proposals for the instructional sequence of exposure of subject. Thus, we face the question: Can we evaluate and compare the sequences of didactic presentation of topics in modern physics that led to the development of Schröndiger Equation. What are the main topics that should be given greater emphasis and which could be taught superficially, or even deleted?Concept maps built for the contents of Modern Physics show us the most important links between the key concepts introduced by the authors. They show how concepts are sometimes anticipated, sometimes postponed and sometimes partitioned to provide support and consistency to topics and chapters which will follow. The CM built for high school textbook could tell us the level o math used in its text.

Conceptual mapping will be generalized and used to perform the analysis of how knowledge produced in the 'academic spheres' change, adapt, is simplified and consolidate as knowledge to be taught in the classroom. We will study here how the topic of physics called blackbody radiation is transposed to the textbooks. We analyze the main concepts used by Max Planck (1901) in the development of the theory of blackbody radiation and how they were transcribed, filtered and drawn up in textbooks made for the junior and senior years of the Bachelor of Science in Physics course, for the freshman and sophomore years of an university course and for high school. That is, as the three (3) chapters of Planck’s article condense into a single section in high school textbooks. We will use here a generalized version of Concept Mapping (MSSK) to analyze how the didactic transposition of this theory is made in the generalized definition made by Izquierdo-Aymerich (2003) and synthesized by Author (2017a) of Chevallard theory (1991). We analyze, using as a theoretical framework the cognitive science theory and the theory of Scientific Revolutions of Thomas Kuhn (1970), as the fact that the theory for blackbody radiation has been proposed before the paradigm of quantum mechanics was established affected the epistemological construction of this article and as this fact has been transposed to textbooks. We will demonstrate that MSSK is the natural tool to study the "Transposition Paradigms" in Science. It is proved the thesis that textbooks for high school are a didactic transposition of university books and not from scientific articles.

Este artigo apresenta a proposta e os resultados de se utilizar no ensino de Física jogos educacionais, atividades experimentais e simulações computacionais como técnica de ensino-aprendizagem. O conteúdo abordado é o de hidrodinâmica e sua aplicação nos conceitos físicos envolvidos no voo de aviões. A partir de um material didático próprio e de baixo custo construímos uma sequência didática que era guiada por várias atividades experimentais. Utilizamos como tema motivador um campeonato de avião de papel. O referencial teórico baseia-se na teoria dos Modelos Mentais de Johnson-Laird e na teoria da aprendizagem significativa de Ausubel, de modo que as avaliações dos conhecimentos prévios dos alunos eram realizadas através de questionário avaliativo do tipo teste. Reforçava-se o aprendizado do conteúdo através do uso de simulação computacional usando o software Modellus. A avaliação dos alunos foi feita com o uso de jogos didáticos: cruzadinhas, caça palavras e jogos dos sete erros. Realizou-se a avaliação do projeto através da aplicação de questões que avaliavam as concepções alternativas dos estudantes.

We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.

Esse é um curso de óptica baseado nas notas de aula do professor DR. Gil da Costa Marques e da Okuno. É complementado com outras notas de aula. Este pretende ser um curso auto-instrutivo.