Como se movem os projéteis nos livros didáticos de física e no vestibular? Inquirindo o Galileu sintético de hoje

• Ano de defesa: 2007
• Autor(a) principal: Resquetti, Silvia Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e o Ensino de Matemática; UEM; Maringá; Centro de Ciências Exatas
• Palavras-chave em Português: Ensino de física; Teoria do Movimento de Projéteis; Livro didático; Dinâmica de Galileu; Brasil.; Theory of Projectile Movement; Galileo; Textbook; High School; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4509

Current research analyzes the representation of the theory of projectile movement in Physics textbooks used in the upper high school. Most difficulties met by students and their lack of interest in the science of movements are invariably due to the way the themes are dealt with by textbook authors. Six selected textbooks have been analyzed with special reference to the approach - conceptual or logical - given by the authors and the manner the study of projectile movement and the concepts of trajectory, speed, acceleration and inertia are focused. The inclusion or not of the historical evolution of the above subjects, especially Galileo's Physics, was also investigated. Hints and traces of scientific education (formalized by the textbooks' culture) in the answers given by several students on a certain issue were also given prominence. The answers to question 2 in 260 discursive tests in Physics set for the Winter Entrance Exam of the State University of Maringá, Maringá, PR, Brazil, were eventually analyzed. Bardin's Content Analysis was employed to classify the students' answer with the application of the thematic categories method. When compared to results provided by the analysis of textbooks, initial presuppositions were confirmed.