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

This paper presents the results of a research on the implementation of innovative didactic alternatives to work with first-year highschool students with the intention of developing an integrated vision of the structure of matter from the atomic-molecular point ofview, with semi-classical models that account for the relationships between the structure of matter and its macroscopic behaviour. Tocarry it out, the design-based research methodology was used and one of the instruments to evaluate the quality of said material wasa two-level survey whose results guided us to identify the aspects of the design that led to misconceptions.

This reflection arises as part of the process of working in the classroom in the development of the subject of Basic Radiological Physics within the framework of the academic program of Technology in Radiology and Diagnostic Imaging of the Andean Area University Foundation, the objective of this proposal is to present a didactic scenario of teaching basic physics through a professional training context.

During the pandemic the universities established the Emergency Remote Teaching, in experimental activities they used Remote Laboratories, one of the most important is Virtual Instrument Systems in Reality (VISIR), in one of these laboratories a series of RLC circuits were implemented, this paper presents the results of the use of these circuits through the VISIR of the UNED in two physics courses at the University of Costa Rica. A conceptual test was applied to determinate the conceptual gain by Hake’s factor, as well as the distribution generated by Bao and Redish (2021) concentration’s factor. Descriptive statistics were also used as a hypothesis test (t-test in this case). The results were positives since the Hake’s factor analyzed shows values in the medium gain zone (0.3 ≤ ???? < 0.7), the Bao and Redish (2021) concentration’s factor shows a vector projected towards the correct model (HH) and the alternative hypothesis is accepted in most cases in the t-test. Among the conclusions, it is highlighted that the LR used allows promoting experimental work in the post-pandemic

The epistemology proposed by the Polish physician Ludwik Fleck (1896-1961) has attracted more and more supporters among researchers in Science Education. However, his innovative concepts of "thought collective" and "thought style" are mistakenly considered equivalent to the terms "scientific community" and "paradigm" used by Thomas Kuhn (1922 - 1996) in his book "The Structure Scientific Revolutions". The work, presented here, aims to clarify and apply these four epistemological concepts in a case study. For this, having a historical point of view on the photoelectric effect experiment, we use as an object of analysis and discussionthe scientific controversy involving, on the one hand, the "Triggering Hypothesis", by the Austro-Hungarian physicist Philipp Eduard Anton von Lenard (1862-1947), formulated in 1902 and, on the other hand, the "Quantum Light Hypothesis", by the German physicistAlbert Einstein (1879-1955), elaborated in 1905. It was possible to evidence how conceptual and social elements contributed both to the emergence of new ideas (the "quantum of light") and the widespread rejection by physicists, at least until 1913, of a quantum theory of radiation.

We aim to understand the meanings attributed by students of the basic Brazilian cycle about Ionizing Radiations. Therefore, we designed and applied a teaching unit, consisting of a set of ten classes, in classes of the 3rd year of high school. In the present work, we report the results obtained from the answers given by the students to the three questions. For the analysis, we take into account the theoretical contributions of the French Discourse Analysis. The analyzes indicated that it is extremely important to work on concepts of the physics of ionizing radiation in the basic school, since the teaching unit helped in the learning of concepts that are not usually explored or even mentioned during the basic cycle. The results suggest that the topic is discussed in the initial and continuing training of teachers, so that they feel safe to discuss concepts belonging to the scope of ionizing radiation.

This research analyses the main arguments for revising the classical concepts of momentum, mass and energy, in the teaching of relativistic dynamics in (N=18) high school and basic university textbooks through inductive categorization. It analyses how the educational level to which the texts are directed influences the arguments for the revision of classical dynamics and its strategies, in addition to characterizing the use of experiments, images, and the relevance of studying the relativistic dynamics exposed by the different texts.There is evidence of a preference for university books to review in the first instance the concept of momentum for the subsequent analysis of dynamic magnitudes, while in high school books the concepts of momentum, mass and energy are reviewed equally for theintroduction of relativistic dynamics. Finally, some considerations and discussions are made about the consequences that this study entails for the teaching of relativistic dynamics

The results of the analysis of the transversal aspects of energy in a purposive sample of ten textbooks of university Physics are shown. These books are frequently used in the basic cycle of the scientific-technological careers in Argentina. The content analysis technique was used to investigate if the texts expose the advantages of energy treatment, the epistemological status of the concepts involved, the issues related to the revolution that brought about the integration of mechanics and thermodynamics under the unifying concept of energy, the historical aspects and finally, the relationships between science, technology and society. We detected that, in most of the analysed texts, these aspects are superficially approached, which could influence the image that readers could form about science.

Through content analysis, the treatment given to the phenomenon of refraction in thin lenses was examined in an intentional sample of ten university Physics books, commonly used in the basic cycle of Argentine scientific-technological careers. The symbolic and linguistic system used in it was analyzed. The results show that the formal expressions that quantify the phenomenon, the adopted sign conventions and the proposed teaching sequences are dissimilar. The images are used, mainly, to describe appealing to schemes, they are shown in black and white, they do not contain verbal labels or ambiguities. All images are related to the main text. It is concluded that there are few figures, infrequent, that invite to deepen some issues that deserve to be problematized and explained in classroom situations.

This work is a call for attention regarding the role attributed to the magnetic force in energy conservation processes in electromagnetism, since it fails to be clearly incorporated neither in textbooks nor in basic university level teaching despite the warnings of researchers in didactics dating back several decades. We present: (a) the calls for attention made by science education researchers, (b) a review of the contradictions that remain in some textbooks and multimedia sources and (c) a final discussion

This paper presents the results of a research carried out to implement and evaluate a proposal to incorporate aspects of non-equilibrium thermodynamics in a basic university course for Physics undergraduates. To carry out this research, design-based research wasadopted as a methodology. The results of the evaluation of this proposal are promising because they show the knowledge acquired by the students and provide us with information to validate, improve and expand the implemented didactic alternatives