Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

In this work, three Digital Educational Resources (RED) for the teaching of natural sciences, more specifically physical chemistry andorganic chemistry, are analyzed. The resources were developed with funding from the Ministry of Education of Brazil, to be usedon mobile devices with or without internet and have a student interface and a teacher interface, in the latter case, a didacticpedagogical guide was designed that leads to a variety from another RED. The notion of Adler's resource and Chevallard’s Didactic transposition is adopted to analyze transpositive aspects, that is, the modifications to knowledge, its use, operation and design, also some advantages and disadvantages of each of these three RED.

There are several ways to explain the mental models of students. In this work we present the preliminary results observed in thePhysics III class, from the implementation of relationship maps as a tool for graphic recording which allows us to visualize the final mental models of the students. Those relationship maps that the students managed to build and reconstruct after various exchanges with the teaching team and with their peers. In these records, the students `thinking can be made visible, the enrichment of their initial relationship maps, the modifications made, all are the product of their mental models` modifications. Relationship maps have also been a convenient tool for evaluating, while the students were building the maps it was possible for us to identify some relationships or misconceptions, and later organize an individual and/or group discussion.

One of the main objectives of Scientific Dissemination (DC) is to guarantee society access to scientific and technological knowledge through the means and / or vehicles of communication and social media, among other formal and non-formal spaces. The inclusion of DC in Science Education is also a recommendation of the National Curriculum Parameters (PCNs), one of the official documents that guide teaching practice, as it includes students in debates and themes on science and academic productions. Studies of scientific dissemination texts reveal, however, the presence of conceptual and historical mistakes that can lead to a mistaken idea of the construction of scientific knowledge. In this work, we analyzed scientific dissemination texts about the centenary of Eclipse in Sobral (Ceará), from 1919, which supposedly confirmed the Theory of General Relativity. In order to highlight the historical and conceptual misconceptions, we conducted a documentary research and compared the DC texts with a review of the historiographical literature. In the analyzed materials, we also detected the presence of an empirical-inductivist view and historical errors that tend to highlight Einstein's merits and Brazil's participation in the theory's “confirmation” process.

The Toulmin Argument Pattern is a diagram to analyse monoloagal arguments proposed by Stephen Toulmin in his paradigmatic work The Uses of Arguments, being very useful for studies in argumentative analysis and informal logic. Its potential for science teaching has been explored in the literature. In this essay, we show how the Toulmin Argument Pattern can be used as a didactic tool to discuss topics in the history and nature of science and also to analyse discourses presented in journalistic articles, scientific dissemination texts and the like. To make our exposition clearer, we show how the Toulmin Argument Pattern captures essential elements of the structure of scientific theories and the construction of scientific knowledge, then we show how it is a useful device for inserting the history of science in the classroom from the study of Kepler's First Law.

Science education research suggests that students have learning difficulties in physics content when experimental laboratory workcannot be implemented. In applied areas, such as Optics, it is often necessary to form a deep comprehension encompassing boththeory and application. In this paper we integrate laboratory activities into a traditional university Physics course with the aim of helping students make connections between theoretical Optics concepts and their implementation/application in the laboratory. Students regularized the subject during the stage of the covid-19 pandemic by completing the course virtually and resorting to the use of virtual and remote laboratories that were available at that time. In this non-face-to-face education period, many of them showed a lack of motivation to learn and study, so once the emergency situation was over, we sought to highlight the understanding of the concepts of Physical Optics, as a revision instance before the final exam. In a workshop modality, we designed a protocol that proposed elaborating conceptual explanations, carrying out theoretical calculations and developing experimental tasks. Initial diagnostic activities revealed difficulties in students' conceptualization and procedural skills. At the end of the workshop, a better conceptual understanding of issues such as interference, diffraction and polarization of light, development of work habits in the laboratory and greater students involvement in their learning processes was evidenced.

In front of the enormous access to information that we experience in the digital age, many people seek information and study through the internet. "E = mc2" is the most famous equation in physics, but it is still poorly understood by a large part of the public. Some people turn to the video platform YouTube, one of the main sites on the internet, to clear up doubts about the equation and its history. The objective of this work is to analyze eleven Brazilian videos available on the YouTube platform about the mass-energy relationship. For this analysis we are based on the concept of Semiformation, or Semiculture (Halbbildung), defined by Theodor W. Adorno. With the analysis it was possible to verify that most of the videos contribute to the process of semi-formation of the subjects, as they present mistaken and poorly developed concepts about the mass-energy relation.

This work is part of a doctoral thesis in the teaching of exact and natural sciences. One of the objectives of the thesis is to analyze the cognitive construction of metasciences based on the divergent thinking of future physics teachers. For this, the actions and interactions in an activity system such as the teaching practice in secondary education are used as an analysis tool. In this presentation the quantitative results are communicated since the methodology of the thesis is multi-methodological: qualitative and quantitative. The analysis of the results allowed grouping the 17 future physics teachers of the National University of Comahue of the cohorts: 2018, 2020 and 2022 into three groupings classified by centiles of divergent thinking: general, narrative and graphic. These groupings allow us to characterize the differences in the development of the metascientific component developed by the participants in the framework of the activity system.

We present the analysis of the group of teachers´ productions of Introduction to Physics, Physics I, II and III of the Engineering careers of the FCEIA UNR, which were elaborated in a Workshop Seminar, from a set of slogans in order to recognize the foundations of their decisions when selecting and addressing problematic laboratory situations. It was adopted a qualitative approach of an interpretive nature, taking into account that the situations that take place in the laboratory have sense in terms of the meanings given by the teachers. The first results show that the fundamental elements of school scientific activity are present in the teachers practices of laboratory, either explicitly or implicitly.

This article describes a work proposal carried out with students taking Physics in the second year of the Agronomic Engineering career at the Faculty of Agronomic Sciences of the National University of Littoral. Within the framework of the CAI+D 2020 research project related to the incorporation of technological tools such as Augmented Reality (AR) and Blog in teaching and learning activities, it was proposed to accompany students by providing them with theoretical and practical tools regarding to the use of the aforementioned technologies in the topic "Errors" and "Kinematics" of the current program of the Physics subject. Applications (apps) for mobile phones were used: AR Ruler and AR Real Driving in two classroom experiences and at the end the students gave their opinion through two instruments, a survey at the end of the practical work and through comments on the blog of the subject of Physical.