Physics Teaching: Mathematics as an Epistemological Tool

Kneubil, Fabiana Botelho; Robilotta, M. R.

doi:10.1007/s11191-014-9727-5

Cited by 13 publications

(9 citation statements)

References 5 publications

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“…They constitute the main track of the didactic narrative and act globally towards both structuring physics knowledge and stressing the meanings of concepts by means of ontological and epistemological discussions. In this way, it regards two complementary dimensions of scientific knowledge, which may be called extension and depth [40]. Mean-like and end-like elements play a different role within the didactic sequence, as emphasized in Table 2, and in every lesson, both kinds were present.…”

Section: Methods Of Analysismentioning

confidence: 99%

“…It emphasizes the cohesion of theoretical structures and show that descriptions of some phenomena are justified by laws which are expressed mathematically. which may be called extension [40], since it comprehends classical mechanics, electromagnetism, and relativity. Although the TLS is centered around the concept of mass, we found it necessary to discuss the meaning of other instrumental concepts during the design process, such as binding energy, potential well, field, momentum, and energy.…”

Section: The Datamentioning

confidence: 99%

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Epistemological difficulties in implementing a teaching-learning sequence on the concept of mass

Kneubil

2020

Rev. Bras. Ensino Fís.

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In this work, we show the results from a research made in a curricular innovation situation, whose main focus was to assess the performance of a teacher which implemented a teaching sequence on the concept of mass. This process began by a revision of the concept of mass in three different frameworks, namely classical mechanics, electromagnetism and relativity, with the purpose of addressing the epistemological changes of the subject from Newtonian mechanics to relativity. This revision yielded a written material about the theme and was employed in the development of the teaching sequence, which had as main methodology the Design Based Research. Our main research focus concerns the performance of the implementer teacher and his appropriation of the underlying didactic intention. In order to assess how effectively this teacher did absorb the intentions of the course he delivered, we relied on Chevallard's Didactic Transposition Theory. Data were extracted from recordings of the teacher's classes and the subsequent analysis has shown that there may be a relation between the difficulties he had in conveying the didactic intention and the innovative character of the contents involved. Our results indicate that these difficulties are directly related with the very nature of scientific knowledge and, in fact, belong to the realm of epistemology.

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Section: Methods Of Analysismentioning

confidence: 99%

Section: The Datamentioning

confidence: 99%

Epistemological difficulties in implementing a teaching-learning sequence on the concept of mass

Kneubil

2020

Rev. Bras. Ensino Fís.

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“…The meanings of mass and E = mc 2 : an approach based on conceptual maps stable, space-like structures [6], which are just tacit in both oral and written forms of discourse. The effort of constructing space-like structures is not part of the daily practice of teachers, who deal mostly with information disposed into linear patterns along time, as in the case of courses, which require their ordering.…”

Section: Conceptual Maps and Meaningsmentioning

confidence: 99%

“…concepts only acquire meaning when inserted into extended frameworks, whereas these frameworks are a kind of constellation of concepts and symbols, related internally by mathematical operations ( [6], p.649).…”

Section: Introductionmentioning

confidence: 99%

The meanings of mass and E = mc2: an approach based on conceptual maps

Kneubil

2018

Rev. Bras. Ensino Fís.

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In this work, we discuss transformations in the meaning of the concept of mass, which are important to physics teaching, by means of three conceptual schemes, which emphasize visual patterns of knowledge organization. We begin by discussing how the meaning of a physical concept is constructed, through its relations with others. In physical theories, these connections usually involve mathematical operations. We focus on the concept of mass and its changes in three different contexts, namely classical mechanics, electromagnetism and relativity. Modifications are displayed as shifts in its relative position in conceptual schemes. These schemes enforce visual knowledge and may be used as didactical tools for teaching the subject, since they stress both the signification of mass in classical mechanics and its re-signification in relativity. This paves the way for a discussion of different approaches adopted for teaching the mass-energy relation in relativity, expressed by the famous formula E = mc 2 . As the terms rest mass, relativistic mass and invariant mass, which have different ontological and epistemological contents, are part of this discussion, we consider the main approaches to mass present in both relativity textbooks and discourses by some influential physicists.

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“…But also through the organization of clubs or other sports institutions, so that students take the initiative to consciously participate in sports activities, and constantly enrich the content of extra-curricular sports activities in the movement will be able to learn their own needs, skills, and applied to real life . [5] …”

Section: To Establish and Improve The Evaluation System Of Student Spmentioning

confidence: 99%

Reform of Physical Education Teaching and Cultivation of Life - long Sports Consciousness in Higher Vocational Colleges

Dawuti¹

2017

Proceedings of the 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017)

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With the continuous development of the times, competition among talents has become ever more intense. How to develop close to the needs of the community with a variety of talents, it becomes very important. In this case, we can only college sports education and lifelong sports education combined, can be achieved. Through the clarification and exposition of the relationship between the two, we can identify students in the important stage of life foundation, continue to learn, the school must cultivate professional students of lifelong physical education awareness, in order to promote higher education In the reform of physical education.

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Physics Teaching: Mathematics as an Epistemological Tool

Cited by 13 publications

References 5 publications

Epistemological difficulties in implementing a teaching-learning sequence on the concept of mass

Epistemological difficulties in implementing a teaching-learning sequence on the concept of mass

The meanings of mass and E = mc2: an approach based on conceptual maps

Reform of Physical Education Teaching and Cultivation of Life - long Sports Consciousness in Higher Vocational Colleges

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