In the high school, teachers of scientific disciplines commonly abandon quantitative experimental activities with their students and one of the main reasons for that owes to the little understanding to face experimental data treatment. In this school level, investigations in teaching of sciences indicate that experimental activities that involve measures indicate that the students come to the classroom with a group of problematic ideas about measures, denominated in the literature by Punctual paradigm. Such ideas are diametrically opposed to the scientific ones. Facing this and considering that the experimental activities permeate many of the scientific knowledge, it is become necessary a deepening study on the educational process related to the measure. Beyond differing of another investigations with relationship to the sample and methodology used, this research tries to understand to what extent first year medium students get to build an approach with the scientific concept of measure, denominated Set paradigm, when are just involved provocative questions and prepared experiments to induce that construction.
measurements; physics; high school
