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Ciência & Educação (Bauru)

Print version ISSN 1516-7313

Ciênc. educ. (Bauru) vol.8 no.1 Bauru  2002

http://dx.doi.org/10.1590/S1516-73132002000100002 

ARTIGOS

 

¿Qué ideas tienen los profesores de física de nivel medio respecto al modelado?

 

 

Stella Maris IslasI; Marta A. PesaII

IProfessora Doutora do Departamento de Formación Docente, Facultad de Ciencias Exactas, Universidad Nacional del Centro de la Provincia de Buenos Aires, Tandil, Buenos Aires, Argentina (e-mail: sislas@exa.unicen.edu.ar)
IIProfessora Doutora do Departamento de Física, Facultad de Ciencias Exactas y Tecnología, Universidad Nacional de Tucumán, Tucumán, Argentina (e-mail: mpesa@herrera.unt.edu.ar)

 

 


RESUMEN

En el marco de una investigación referida a explorar qué significado y qué rol atribuyen profesores, estudiantes universitarios e investigadores en Física a los modelos científicos, se presentan en este trabajo los resultados obtenidos con profesores de nivel medio. Se detecta una falta de reflexión sobre el significado y empleo de modelos en Física y serias dificultades para interpretar cómo se vinculan éstos con la realidad y qué rol se les asigna en la construcción del conocimiento científico.

Unitérminos: Modelo Científico; Modelo Pedagógico; Profesores


ABSTRACT

This paper deals with the results obtained through a research work on High School teachers; it is part of an investigation inquiring the significance/meaning and role that teachers, college students and Physics researchers ascribe to scientific models. A lack of understanding of the meaning and use of models in Physics and serious drawbacks to interpret how the models are related to reality and the role they are assigned in the construction of scientific knowledge is observed.

Keywords: Scientific model; Teaching Model; Teachers


 

 

Texto completo disponible sólo en PDF.

Full text available only in PDF format.

 

 

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Artigo recebido em 5 de março de 2001 e selecionado para publicação em 8 de janeiro de 2002.

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