Open-access The Bohr’s Postulates as an example of Second Order External Didactic Transposition

Abstract

This paper focuses on how Bohr’s Postulates are presented in a University Textbook and a High School Textbook. Using the Theory of Didactic Transposition as an analytical tool, we compared the knowledge within the Sphere of Scientific Knowledge and in the Sphere of Knowledge to that found in the examined books. The problem guiding us along our analysis was that of identifying to what extent this specific content (Bohr’s Postulates) interacts within these spheres. The methodology consisted of comparing the original 1913 article by Niels Bohr with both the University textbooks and the High School textbooks. At first, a didactic organization of such content was noticed in High School Textbooks (Pedagogical Knowledge), since disorganized excerpts appear in the original article (Scientific Knowledge). On the other hand, our analysis indicates the High School Textbooks present their contents in a reduced form, showing a simplification of the content present in High School textbooks. Finally, based on these considerations, it is suggested there must be a Second-Order External Didactic Transposition, in which the Knowledge presented in high school textbooks would be transposed from the University Education textbooks.

Keywords
Didactic Transposition; Textbooks; Physics Education; History of Science; Modern and Contemporary Physics

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