Un estudio sobre las investigaciones acerca de las ideas de los estudiantes en fuerza y movimiento

Giorgi, Silvia; Concari, Sonia; Pozzo, Roberto

doi:10.1590/S1516-73132005000100008

Resúmenes

Se llevó a cabo un análisis exhaustivo de publicaciones sobre preconcepciones o ideas iniciales referidas al tema "cuerpos en movimiento", también comúnmente denominado "fuerza y movimiento". Se estudiaron los aspectos teóricos, metodológicos y conceptuales involucrados en una muestra de investigaciones consistente en 36 trabajos publicados en revistas especializadas y en libros de distintas procedencias y autores. Los sujetos participantes en las investigaciones abarcan distintos niveles y tipos de instrucción. Los resultados revelan, por un lado la existencia de distintos objetivos, diferentes posturas asumidas por los investigadores con relación a las ideas iniciales, fuentes de datos utilizadas variadas, así como heterogeneidad en los resultados obtenidos y en su interpretación. Por otro lado, del estudio realizado surge que si bien los sujetos no poseen una conceptualización científica de fuerza, en las representaciones que ellos construyen de los fenómenos mecánicos podrían estar involucradas significaciones del término Fuerza asociadas a otras magnitudes físicas tales como cantidad de movimiento y energía. Se concluye en la necesidad de abordar el problema de las preconcepciones desde una nueva perspectiva tanto teórica como metodológica.

investigaciones en Mecánica; preconcepciones; conceptos físicos; enseñanza; aprendizaje; significados

An exhaustive analysis of publications about human preconceptions or initial ideas in regard to "bodies in movement" was carried out. Theoretical, methodological and conceptual aspects of a sample of 36 works on individuals of diverse levels of instruction and published in journals and books of different origins, were studied. Our findings revealed a great variety of goals as well as of postures assumed by the investigators with respect to preconceptions. Types of data sources as well as results and their interpretation showed also a great dispersion. From another point of view, the results of the present study suggest that although the subjects' conceptualization of force may be wrong, in their representations of mechanics phenomena therewould existed meanings of the word force associated with other physics' concepts such as momentum and energy. We conclude that it is the time for a new approach to the problem of preconceptions in both, theoretical and methodological fields.

investigations about Mechanics; preconceptions; physics concepts; teaching; learning; meanings

Un estudio sobre las investigaciones acerca de las ideas de los estudiantes en fuerza y movimiento

A study on researches about students ideas on force and motion

Silvia Giorgi; Sonia Concari; Roberto Pozzo

GIDEAF Departamento de Física - Facultad de Ingeniería Química. Universidad Nacional del Litoral. - Santiago del Estero Argentina. E-mail: sgiorgi@fiqus.unl.edu.ar

RESUMEN

Se llevó a cabo un análisis exhaustivo de publicaciones sobre preconcepciones o ideas iniciales referidas al tema "cuerpos en movimiento", también comúnmente denominado "fuerza y movimiento". Se estudiaron los aspectos teóricos, metodológicos y conceptuales involucrados en una muestra de investigaciones consistente en 36 trabajos publicados en revistas especializadas y en libros de distintas procedencias y autores. Los sujetos participantes en las investigaciones abarcan distintos niveles y tipos de instrucción. Los resultados revelan, por un lado la existencia de distintos objetivos, diferentes posturas asumidas por los investigadores con relación a las ideas iniciales, fuentes de datos utilizadas variadas, así como heterogeneidad en los resultados obtenidos y en su interpretación. Por otro lado, del estudio realizado surge que si bien los sujetos no poseen una conceptualización científica de fuerza, en las representaciones que ellos construyen de los fenómenos mecánicos podrían estar involucradas significaciones del término Fuerza asociadas a otras magnitudes físicas tales como cantidad de movimiento y energía. Se concluye en la necesidad de abordar el problema de las preconcepciones desde una nueva perspectiva tanto teórica como metodológica.

Unitermos: investigaciones en Mecánica, preconcepciones, conceptos físicos, enseñanza, aprendizaje, significados.

ABSTRACT

An exhaustive analysis of publications about human preconceptions or initial ideas in regard to "bodies in movement" was carried out. Theoretical, methodological and conceptual aspects of a sample of 36 works on individuals of diverse levels of instruction and published in journals and books of different origins, were studied. Our findings revealed a great variety of goals as well as of postures assumed by the investigators with respect to preconceptions. Types of data sources as well as results and their interpretation showed also a great dispersion. From another point of view, the results of the present study suggest that although the subjects' conceptualization of force may be wrong, in their representations of mechanics phenomena therewould existed meanings of the word force associated with other physics' concepts such as momentum and energy. We conclude that it is the time for a new approach to the problem of preconceptions in both, theoretical and methodological fields.

Keywords: investigations about Mechanics, preconceptions, physics concepts, teaching, learning, meanings.

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

AGRADECIMIENTO

Este trabajo ha sido realizado en el marco de los proyectos CAI+D 2000-UNL, Código: 12/H193 y PICT CONICET 03080.

Nota: Las referencias de los trabajos analizados en esta investigación se listan en el ^Anexo.

ANDER EGG, E. Técnicas de investigación social 24. ed. Buenos Aires: Lumen, 1995.
AUSUBEL, D.; NOVAK, J.; HANESIAN, H. Psicología educacional, un punto de vista cognitivo México: Trillas, 1991.
JIMÉNEZ GÓMEZ, E.; MARÍN MARTÍNEZ, N. Problemas de terminología en estudios realizados sobre "lo que el alumno sabe" en ciencias. Enseñanza de las Ciencias, Barcelona, v. 12, n. 2, p. 235-245, 1994.
JIMÉNEZ GÓMEZ, E.; SOLANO, L.; MARÍN, N. Estudio de la progresión en la delimitación de las "ideas" del alumno sobre fuerza. Enseñanza de las Ciencias, Barcelona, v. 15, n. 3, p. 309-328, 1997.
VIENNOT, L. The contents of physics. Essential elements, common views. In: BERNARDINI, C. et al. (Ed.). Thinking physics for teaching New York: Plenum Press, 1995.
ACEVEDO DÍAZ, J. Comprensión newtoniana de la caída de cuerpos. Un estudio de su evolución en el bachillerato. Enseñanza de las Ciencias, Barcelona, v. 7, n. 3, p. 241-246, 1989.
BOEHA, B. Aristotle, alive and well in Papua New Guinea science classrooms. Physics Education, London, v. 25, p. 280-283, 1990.
CHAMPAGNE A.; KLOPFER, L.; ANDERSON, J. Factors influencing the learning of classical mechanics. American Journal of Physics, New York, v. 48, n. 12, p. 1074-1079, 1980.
CLEMENT, J. Students' preconceptions in introductory mechanics. American Journal of Physics, New York, v. 50, n. 1, p. 66-71, 1982.
CLEMENT, J.; BROWN, D.; ZIETSMAN, A. Not all preconceptions are misconceptions: finding "anchoring conceptions" for grounding instruction on students' intuitions. International Journal of Science Education, London, v. 11, Especial Issue, p. 554-565, 1989.
DISESSA, A. Toward an Epistemology of Physics. Cognition and Instruction, Mahwah, v. 10, n. 2/3, p. 105-225, 1993.
DISESSA, A. A.; SHERIN, B. What changes in conceptual change? International Journal of Science Education, London, v. 20, n. 10, p. 1155-1191, 1998.
FINEGOLD, M.; GORSKY, P. Students' concepts of force as applied to related physical systems: a search for consistency. International Journal of Science Education, London, v. 13, n. 1, p. 97-113, 1991.
GALILI, I.; BAR, V. Motion implies a force: where to expect vestiges of the misconception? International Journal of Science Education, London, v. 14, n. 1, p. 63-81, 1992.
GILBERT, J.; OSBORNE, R.; FENSHAM, P. Children's science and its consequences for teaching. Science Education, New York, v. 66, n. 4, p. 623-633, 1982.
GUNSTONE, R.; WHITE, R. Understanding of Gravity. Science Education, New York, v. 65, n. 3, 291-299, 1981.
GUIDONI, P.; PORRO, A.; SASSI, E. Force-motion conceptions. A phenomenological analysis of questionnaires submitted to freshmen physics mayors. In: BERNARDINI, C. et al. (Ed.). Thinking physics for teaching New York: Plenum Press, 1995. cap. 14.
HALLOUN, I.; HESTENES, D. The initial knowledge state of college physics students. American Journal of Physics, New York, v. 53, n. 11, p. 1043-1055, 1985a.
HALLOUN, I.; HESTENES, D. Common sense concepts about motion. American Journal of Physics, New York, v. 53, n. 11, p. 1056-1065, 1985b.
HESTENES, D.; WELLS, M.; SWACKHAMER, G. Force Concept Inventory. Physics Teacher, College Park, v. 30, p. 141-158, 1992a.
HESTENES, D.; WELLS, M.; SWACKHAMER, G. A Mechanics Baseline Test. Physics Teacher, College Park, v. 30, p. 159-166, 1992b.
KUIPER, F. Student ideas of science concepts: alternative frameworks? International Journal of Science Education, London, v. 16, n. 3, p. 279-292, 1994.
MCCLOSKEY, M. Naive theories of motion. In: GENTNER, D.; STEVENS, A. L. (Ed.). Mental Models New Jersey: Lawrence Erlbaum, 1983.
MOHAPATRA, J. Pupils, teachers, induced incorrect generalization and the concept of "force". International Journal of Science Education, London, v. 11, n. 4, p. 429-436, 1989.
MONTANERO, M.; PEREZ, A.; SUERO, M. A survey of students' understanding of colliding bodies. Physics Education, London, v. 30, n. 5, p. 277-283, 1995.
MORAES, A.; MORAES, I. A avaliação conceitual de força e movimento. Revista Brasileira de Ensino de Física, São Paulo, v. 22, n. 2, p. 232-243, 2000.
OLIVA, J. Distintos niveles de análisis para el estudio del cambio conceptual en el dominio de la mecánica. Enseñanza de las Ciencias, Barcelona, v. 19, n. 1, p. 89-102, 2001.
OSBORNE, R. Construir a partir de las ideas intuitivas de los alumnos. In: ______. El aprendizaje de las ciencias: implicaciones de la ciencia de los alumnos Madrid: Narcea, 1991. cap. 4.
PALMER, D. The effect of context on students' reasoning about forces. International Journal of Science Education, London, v. 19, n. 6, p. 681-696, 1997.
SEBASTIÁ, J. Fuerza y Movimiento: la interpretación de los estudiantes. Enseñanza de las Ciencias, Barcelona, p. 161-169, 1984.
TAO, P.-K.; GUSNTONE, R. The process of conceptual change in force and motion during computersupported physics instruction. Journal of Research in Science Teaching, New York, v. 36, n. 7, p. 859-882, 1999.
THIJS, G. Evaluation of an introductory course on "force" considering students' preconceptions. Science Education, New York, v. 76, n. 2, p. 155-174, 1992.
THORNTON, R. Conceptual dynamics. Changing student views of force and motion. In: BERNARDINI, C.; TARSITANI, C.; VICENTINI, M. (Ed.). Thinking physics for teaching New York: Plenum Press, 1995. cap. 13.
TRUMPER, R.; GORSKY, P. A cross-college age study about physics students' conceptions of force in pre-service training for high school teachers. Physics Education, London, v. 31, n. 4, p. 227-236, 1996.
TWIGGER, D. et al. The conception of force and motion of students aged between 10 and 15 years: an interview study designed to guide instruction. International Journal of Science Education, London, v. 16, n. 2, p. 215-229, 1994.
VIENNOT, L. Spontaneous Reasoning in Elementary Dynamics. European Journal of Science Education, London, v. 1, n. 2, p. 205-221, 1979.
VILLANI, A.; ORQUIZA DE CARVALHO, L. Evolución de las representaciones mentales sobre colisiones. Enseñanza de las Ciencias, Barcelona, v. 15, n. 1, p. 91-102, 1997.
WATTS, M. A study of schoolchildren's alternative frameworks of the concept of force. European Journal of Science Education, London, v. 5, n. 2, p. 217-230, 1983.
WATTS, M.; ZYLBERSZTAJN, A. A survey of some children's ideas about forces. Physics Education, London, v. 16, n. 6, p. 360-365, 1981.
WHITE, B. Sources of difficulty in understanding Newtonian dynamics. Cognitive Science, Norwood, v. 7, n. 41-65, 1983.
WHITELEY, P. Using free body diagrams as a diagnostic instrument. Physics Education, London, v. 31, n. 5, p. 309-313, 1994.

Fechas de Publicación

Publicación en esta colección
23 Jun 2009
Fecha del número
Abr 2005

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] ANDER EGG, E. Técnicas de investigación social 24. ed. Buenos Aires: Lumen, 1995.

[2] AUSUBEL, D.; NOVAK, J.; HANESIAN, H. Psicología educacional, un punto de vista cognitivo México: Trillas, 1991.

[3] JIMÉNEZ GÓMEZ, E.; MARÍN MARTÍNEZ, N. Problemas de terminología en estudios realizados sobre "lo que el alumno sabe" en ciencias. Enseñanza de las Ciencias, Barcelona, v. 12, n. 2, p. 235-245, 1994.

[4] JIMÉNEZ GÓMEZ, E.; SOLANO, L.; MARÍN, N. Estudio de la progresión en la delimitación de las "ideas" del alumno sobre fuerza. Enseñanza de las Ciencias, Barcelona, v. 15, n. 3, p. 309-328, 1997.

[5] VIENNOT, L. The contents of physics. Essential elements, common views. In: BERNARDINI, C. et al. (Ed.). Thinking physics for teaching New York: Plenum Press, 1995.

[6] ACEVEDO DÍAZ, J. Comprensión newtoniana de la caída de cuerpos. Un estudio de su evolución en el bachillerato. Enseñanza de las Ciencias, Barcelona, v. 7, n. 3, p. 241-246, 1989.

[7] BOEHA, B. Aristotle, alive and well in Papua New Guinea science classrooms. Physics Education, London, v. 25, p. 280-283, 1990.

[8] CHAMPAGNE A.; KLOPFER, L.; ANDERSON, J. Factors influencing the learning of classical mechanics. American Journal of Physics, New York, v. 48, n. 12, p. 1074-1079, 1980.

[9] CLEMENT, J. Students' preconceptions in introductory mechanics. American Journal of Physics, New York, v. 50, n. 1, p. 66-71, 1982.

[10] CLEMENT, J.; BROWN, D.; ZIETSMAN, A. Not all preconceptions are misconceptions: finding "anchoring conceptions" for grounding instruction on students' intuitions. International Journal of Science Education, London, v. 11, Especial Issue, p. 554-565, 1989.

[11] DISESSA, A. Toward an Epistemology of Physics. Cognition and Instruction, Mahwah, v. 10, n. 2/3, p. 105-225, 1993.

[12] DISESSA, A. A.; SHERIN, B. What changes in conceptual change? International Journal of Science Education, London, v. 20, n. 10, p. 1155-1191, 1998.

[13] FINEGOLD, M.; GORSKY, P. Students' concepts of force as applied to related physical systems: a search for consistency. International Journal of Science Education, London, v. 13, n. 1, p. 97-113, 1991.

[14] GALILI, I.; BAR, V. Motion implies a force: where to expect vestiges of the misconception? International Journal of Science Education, London, v. 14, n. 1, p. 63-81, 1992.

[15] GILBERT, J.; OSBORNE, R.; FENSHAM, P. Children's science and its consequences for teaching. Science Education, New York, v. 66, n. 4, p. 623-633, 1982.

[16] GUNSTONE, R.; WHITE, R. Understanding of Gravity. Science Education, New York, v. 65, n. 3, 291-299, 1981.

[17] GUIDONI, P.; PORRO, A.; SASSI, E. Force-motion conceptions. A phenomenological analysis of questionnaires submitted to freshmen physics mayors. In: BERNARDINI, C. et al. (Ed.). Thinking physics for teaching New York: Plenum Press, 1995. cap. 14.

[18] HALLOUN, I.; HESTENES, D. The initial knowledge state of college physics students. American Journal of Physics, New York, v. 53, n. 11, p. 1043-1055, 1985a.

[19] HALLOUN, I.; HESTENES, D. Common sense concepts about motion. American Journal of Physics, New York, v. 53, n. 11, p. 1056-1065, 1985b.

[20] HESTENES, D.; WELLS, M.; SWACKHAMER, G. Force Concept Inventory. Physics Teacher, College Park, v. 30, p. 141-158, 1992a.

[21] HESTENES, D.; WELLS, M.; SWACKHAMER, G. A Mechanics Baseline Test. Physics Teacher, College Park, v. 30, p. 159-166, 1992b.

[22] KUIPER, F. Student ideas of science concepts: alternative frameworks? International Journal of Science Education, London, v. 16, n. 3, p. 279-292, 1994.

[23] MCCLOSKEY, M. Naive theories of motion. In: GENTNER, D.; STEVENS, A. L. (Ed.). Mental Models New Jersey: Lawrence Erlbaum, 1983.

[24] MOHAPATRA, J. Pupils, teachers, induced incorrect generalization and the concept of "force". International Journal of Science Education, London, v. 11, n. 4, p. 429-436, 1989.

[25] MONTANERO, M.; PEREZ, A.; SUERO, M. A survey of students' understanding of colliding bodies. Physics Education, London, v. 30, n. 5, p. 277-283, 1995.

[26] MORAES, A.; MORAES, I. A avaliação conceitual de força e movimento. Revista Brasileira de Ensino de Física, São Paulo, v. 22, n. 2, p. 232-243, 2000.

[27] OLIVA, J. Distintos niveles de análisis para el estudio del cambio conceptual en el dominio de la mecánica. Enseñanza de las Ciencias, Barcelona, v. 19, n. 1, p. 89-102, 2001.

[28] OSBORNE, R. Construir a partir de las ideas intuitivas de los alumnos. In: ______. El aprendizaje de las ciencias: implicaciones de la ciencia de los alumnos Madrid: Narcea, 1991. cap. 4.

[29] PALMER, D. The effect of context on students' reasoning about forces. International Journal of Science Education, London, v. 19, n. 6, p. 681-696, 1997.

[30] SEBASTIÁ, J. Fuerza y Movimiento: la interpretación de los estudiantes. Enseñanza de las Ciencias, Barcelona, p. 161-169, 1984.

[31] TAO, P.-K.; GUSNTONE, R. The process of conceptual change in force and motion during computersupported physics instruction. Journal of Research in Science Teaching, New York, v. 36, n. 7, p. 859-882, 1999.

[32] THIJS, G. Evaluation of an introductory course on "force" considering students' preconceptions. Science Education, New York, v. 76, n. 2, p. 155-174, 1992.

[33] THORNTON, R. Conceptual dynamics. Changing student views of force and motion. In: BERNARDINI, C.; TARSITANI, C.; VICENTINI, M. (Ed.). Thinking physics for teaching New York: Plenum Press, 1995. cap. 13.

[34] TRUMPER, R.; GORSKY, P. A cross-college age study about physics students' conceptions of force in pre-service training for high school teachers. Physics Education, London, v. 31, n. 4, p. 227-236, 1996.

[35] TWIGGER, D. et al. The conception of force and motion of students aged between 10 and 15 years: an interview study designed to guide instruction. International Journal of Science Education, London, v. 16, n. 2, p. 215-229, 1994.

[36] VIENNOT, L. Spontaneous Reasoning in Elementary Dynamics. European Journal of Science Education, London, v. 1, n. 2, p. 205-221, 1979.

[37] VILLANI, A.; ORQUIZA DE CARVALHO, L. Evolución de las representaciones mentales sobre colisiones. Enseñanza de las Ciencias, Barcelona, v. 15, n. 1, p. 91-102, 1997.

[38] WATTS, M. A study of schoolchildren's alternative frameworks of the concept of force. European Journal of Science Education, London, v. 5, n. 2, p. 217-230, 1983.

[39] WATTS, M.; ZYLBERSZTAJN, A. A survey of some children's ideas about forces. Physics Education, London, v. 16, n. 6, p. 360-365, 1981.

[40] WHITE, B. Sources of difficulty in understanding Newtonian dynamics. Cognitive Science, Norwood, v. 7, n. 41-65, 1983.

[41] WHITELEY, P. Using free body diagrams as a diagnostic instrument. Physics Education, London, v. 31, n. 5, p. 309-313, 1994.

Brasil

Brasil

Un estudio sobre las investigaciones acerca de las ideas de los estudiantes en fuerza y movimiento

A study on researches about students ideas on force and motion

Resúmenes

Fechas de Publicación