Construindo ergonomias cognitivas para o ensino da Dinâmica

Abstract

The role of physics education in the advancement of scientific and technological knowledge in our society is paramount. In Brazil, this teaching is recognized as inadequate both in regard to training students and professors translated into weak learning of physical concepts and mathematical apparatus. In general it is characterized by excessive attention given the repetitive exercises, problems solved, mechanically, by using a succession of "formulas" are often decorated literal and arbitrary, rather than a deeper analysis in order to understand the physical phenomena involved. Particularly, we wish to emphasize that a major problem has been the inappropriate use of mathematical tools and disconnected from the formulation and use of physical concepts. This creates a conceptual mathematical-physical dichotomy that undermines the understanding of the profound connection between these two sciences. Considering these problems of mathematical order in the learning process of physical concepts, this research aims to constructive criticism from the language used in mathematical physics, to introduce a methodological approach physical-mathematical concept using the core concepts of dynamics. This means that as we present a mathematical concept suitable for their representation. We chose the Clifford algebra as the mathematical language appropriate to this approach physical-mathematical concepts. The operationalization of the teaching content is baptized by the cognitive model Subsumption. We understand that it is more adaptable to the design of courseware in science, therefore, allows the exploration of a hierarchical cognitive universe of the learner but also allows for the deliberate manipulation of this universe to provide a meaningful learning.