| dc.creator |
Marco Antonio Moreira |
|
| dc.creator |
Ives Solano Araujo |
|
| dc.creator |
Eliane Angela Veit |
|
| dc.date |
2012-08-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:43:08Z |
|
| dc.date.available |
2015-07-20T22:43:08Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/a691504eeb004162ba80e17b50a51f9d |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/23459 |
|
| dc.description |
The purpose of the present paper is to present a theoretical framework to promote and assist meaningful physics learning through computational models. Our proposal is based on the use of a tool, the AVM diagram, to design educational activities involving modeling and computer simulations. The idea is to provide a starting point for the construction and implementation of didactical approaches grounded in a coherent epistemological view about scientific modeling. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Federal do Rio Grande do Sul |
|
| dc.relation |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID295/v17_n2_a2012.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 17, Iss 2, Pp 341-366 (2012) |
|
| dc.subject |
scientific modeling |
|
| dc.subject |
computer simulations |
|
| dc.subject |
computational modeling |
|
| dc.subject |
physics education |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Computational models in physics teaching: a framework |
|
| dc.type |
article |
|