Las unidades en problemas de Física para escuela secundaria

• Escudero, Consuelo ; González, Sonia Beatriz ^[1]
  1. [1] Universidad Nacional de San Juan

     Universidad Nacional de San Juan

     Argentina

     
• Localización: Caderno Brasileiro de Ensino de Física, ISSN-e 2175-7941, Vol. 26, Nº. 3, 2009, págs. 460-477
• Idioma: portugués
• Títulos paralelos:
  • The units in Physics Problems in High School
• Enlaces
  • Texto completo (pdf)
• Resumen
  • English

    Solving exercises and science problems promotes the developmentof abilities related with the elaboration of new operating schemesas the consolidation of structures that have been built along theschool work of the student. One of the aspects to be taken intoaccount in the development of structures is that one referred to theconceptualization of the measurement and units system. Throughthe analysis of some problematic situations faced by high schoolstudents of first year (almost 15 years old), higher level, we observethat there may be concepts in action and theorems in action,with their respective rules of action mostly related with thosebasic structures built in the mathematics field and with thosestrategies activated in daily life. The discrimination of the differenttype of decisions taken by the student while solving a problematicsituation, carried out on the light of the Theory of conceptualfields of Vergnaud, invites us to think over the differences inthe level of difficulty present in every magnitude as well as theneed of making a critical review of the equivalence concept.

  • português

    http://dx.doi.org/10.5007/2175-7941.2009v26n3p460Solving exercises and Science problems promote the developmentof abilities related with the elaboration of new operating schemesas the consolidation of structures that have been built along theschool work of the student. One of the aspects to be considered inthe development of structures is that one referred to the conceptua-lization of the measurement and units system. Through the analysisof some problematic situations faced by High School students offirst year (around 15 years old), higher level, we observe that theremay be concepts in action and theorems in action, with their res-pective rules of action mostly related with those basic structuresbuilt in the mathematics field and with those strategies activated indaily life. The discrimination of the different type of decisions ta-ken by the student while solving a problematic situation, carriedout on the light of the Theory of Conceptual Fields of Vergnaud,invites us to think over the differences in the level of difficulty pre-sent in every magnitude as well as the need of making a critical re-view of the equivalence concept.