Um estudo dos avanços conceituais dos estudantes sobre calor e temperatura decorrentes da aplicação de uma estratégia de ensino inspirada na teoria de Lakatos

• Main Authors: Moura da Silva, Roberto Nardi, Carlos Eduardo Laburú1
• Format: Article
• Language: English
• Published: Universidad Nacional del Centro de la Provincia de Buenos Aires 2010-07-01
• Series: Revista Electrónica de Investigación en Educación en Ciencias
• Subjects: Physics Teaching; Teaching Strategies; Heath and Temperature; Rational Learning; History and Philosophy of Science; Didactical Rational Reconstruction
• Online Access: https://657997593571863205-a-1802744773732722657-s-sites.googlegroups.com/site/reiecniecyt/home/REIEC_anio5_num1_art1.pdf?attachauth=ANoY7corSpfv5hc2k92mg6F1qOL2yXL0Kl5DZuVOCBCjlw1F8DNs7rqstYpYG57hV05VDez_RAAVcB22Gnpx-sdP38xXBWxJl82zo7Fb2OlZ0wWQ1PZG1xq7B1NSy66xH5MRZyyz1cvyj-HV_YFuT3GLKhb_BHUodYzEfFxVgNi1F-GcPCieBdRscpLPu9Eoa7734GggaJ80tNs-wjWT1LDaOgWBjQa4fA%3D%3D&attredirects=0

We report here a study about the application of a formal teaching strategy about heat and temperature concepts applied among high school students. The strategy belongs to a research trend which deals with epistemological analogies and has an innovative character related to the students’ preparation for rational debates between conceptions and/or rival theories, using didactical rational reconstruction (DRR) which aims to help scientific concepts rational learning. We investigate the outcomes of this preparation and students’ conceptual development, analyzed through a qualitative-interpretative methodological approach.