ABSTRACT:
The article revisits the affordances concept and directs its reading to the context of experimental activities on physics teaching. Here, affordances concept is interpreted as the immediate meaning that students attribute to a material or tool when interacting with it, and that association generates frequent incorrect recognition behaviours. These errors are due to objects construction’s inherent morphological characteristics that tend to generate students’ incorrect semiotic interpretations of how to use them. The work presents occurrences of mistakes repeatedly committed by undergraduate physics teachers when in the process of learning experiments for high school. The study shows that the kinds of mistakes committed by students can be explained by the affordances concept.
Key-words:
Science education; Affordances; Semiotics; Experiments.
Thumbnail
