Problem Solving and the Teaching of Physics: Overview of Acts of Academic Events
DOI:
https://doi.org/10.33448/rsd-v9i8.5209Keywords:
Teaching; Troubleshooting; Teaching Physics; Academic events.Abstract
According to the documents that are part of Basic Education, as an LDB, the Entrance to Elementary School is a discipline of teaching students. In this way, the community that is able to submit to a process capable of positioning, argue and make decisions. In Science Teaching, the ways of instigating the attitudinal knowledge enhancement, combined with conceptual knowledge, are the use of problem solving (PR). Pozo (1988) defines that PR must present situations that require students to be active and an effort to seek the true answers. Faced with such considerations and in defending the relevance of RP, it was necessary to know and map an analysis and how to use the resource in the classroom or academic research laboratories. With this objective, it was consulted as ENPEC (science teaching) and SNEF, EPEF (physics teaching). The following topics were set: to configure the use of PR in four emphases. It concludes that there is a problem with a teacher training for resource use, as well as how classroom insertions with RP are analyzed in student acceptance and performance.
References
BRASIL - Ministério da Educação. (2002). PCN+ Ensino Médio: orientações educacionais complementares aos Parâmetros Curriculares Nacionais. Ciências da Natureza, Matemática e suas Tecnologias. Acesso em 08 abr. 2015. Disponível em: <http://portal.mec.gov.br/seb/arquivos/pdf/CienciasNatureza.pdf>
Charmaz, K. (2009). A construção da teoria fundamentada: guia prático para análise qualitativa. Porto Alegre, Brasil: Artmed.
Clement, L., & Terrazzan, E. A. (2012). Resolução de problemas de lápis e papel numa abordagem investigativa. Experiências em Ensino de Ciências, Volume 7 (2), 99-104.
Pozo, J. I.(Org.). (1998). A solução de problemas: aprender a resolver problemas, resolver problemas para aprender. Porto Alegre, Brasil: Artmed.
Souza, S. E. (2007). O uso de recursos didáticos no ensino escolar. Maringá, Brasil: 2007.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
