Resumo:
Nos últimos anos as pesquisas sobre as dificuldades de ensino e de aprendizagem das ciências físicas têm conduzido o desenvolvimento a Didáticas das Ciências Físicas como um campo científico relativamente autônomo. O quadro de pesquisa e de aplicação proposto por esse campo tem influenciado um certo número de modificações em diversos sistemas educativos. Esse artigo apresenta uma discussão e uma tentativa de modelização de propostas curriculares abordando o conceito de energia. È desenvolvida a hipótese de que a passagem de uma abordagem empírico-descritiva da estrutura, do conteúdo e da aplicação do conceito de energia a um estudo que utiliza conceitos fundamentais oriundos da pesquisa em ensino de Física oferece novas perspectivas de ensino.
Palavras-chave:
ensino de física; curriculums; energia.
Texto completo disponível apenas em PDF.
Full text available only in PDF format.
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Publication Dates
-
Publication in this collection
Apr 2005
History
-
Received
12 May 2005 -
Accepted
25 Sept 2005