Imágenes asociadas al concepto de corriente eléctrica en libros de texto argentinos de educación secundaria.
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| Title: | Imágenes asociadas al concepto de corriente eléctrica en libros de texto argentinos de educación secundaria. |
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| Authors: | Carla Inés, Maturano1 cmatur@ffha.unsj.edu.ar, Franco Ariel, Guzmán1, Carina Alejandra, Rudolph1 |
| Source: | Latin-American Journal of Physics Education. Jun2024, Vol. 18 Issue 2, p1-14. 14p. |
| Subject Terms: | *Science education, *Learning problems, *Textbooks, Electric currents, Charge carriers |
| Abstract (English): | In the teaching of Physics, when the concept of electric current is presented in textbooks, images that attempt to illustrate the movement of charge carriers are included. The object of study of this research is related to the images that are used when defining the concept of electric current in Argentine textbooks. The objective was to analyze these images in the light of theoretical contributions from Systemic-Functional Linguistics and relate their characteristics to potential comprehension and learning difficulties already investigated in the field of Science Teaching. The images have been examined considering visual-verbal aspects (focus, level and type of representation, verbal components) and disciplinary aspects (object, characteristics, cause, equation and conditions of the represented phenomenon). The results show that some images expose entities or activities, often using inappropriate or questionable resources from disciplinary knowledge. For this reason, they would require a specific and carefully planned approach in classes to avoid the most common learning problems associated with this concept. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En la enseñanza de la Física, cuando se presenta el concepto de corriente eléctrica en los libros de texto se incluyen imágenes que intentan ilustrar el movimiento de los portadores de carga. El objeto de estudio de esta investigación se relaciona con las imágenes que se emplean al definir el concepto de corriente eléctrica en libros de texto argentinos. El objetivo fue analizar dichas imágenes a la luz de aportes teóricos de la Lingüística Sistémico-Funcional y relacionar sus características con potenciales dificultades de comprensión y aprendizaje ya investigadas en el campo de la Didáctica de las Ciencias. Las imágenes se han examinado considerando aspectos visuales-verbales (foco, nivel y tipo de representación, componentes verbales) y aspectos disciplinares (objeto, características, causa, ecuación y condiciones del fenómeno representado). Los resultados muestran que algunas imágenes exponen entidades o actividades usando en muchas ocasiones recursos poco adecuados o cuestionables desde el conocimiento disciplinar. Por esto, requerirían de un abordaje específico y cuidadosamente planeado en las clases para evitar los problemas de aprendizaje más comunes asociados a este concepto. [ABSTRACT FROM AUTHOR] |
| Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182357915 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Imágenes asociadas al concepto de corriente eléctrica en libros de texto argentinos de educación secundaria. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Carla+Inés%2C+Maturano%22">Carla Inés, Maturano</searchLink><relatesTo>1</relatesTo><i> cmatur@ffha.unsj.edu.ar</i><br /><searchLink fieldCode="AR" term="%22Franco+Ariel%2C+Guzmán%22">Franco Ariel, Guzmán</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Carina+Alejandra%2C+Rudolph%22">Carina Alejandra, Rudolph</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Latin-American+Journal+of+Physics+Education%22">Latin-American Journal of Physics Education</searchLink>. Jun2024, Vol. 18 Issue 2, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+problems%22">Learning problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Electric+currents%22">Electric currents</searchLink><br /><searchLink fieldCode="DE" term="%22Charge+carriers%22">Charge carriers</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: In the teaching of Physics, when the concept of electric current is presented in textbooks, images that attempt to illustrate the movement of charge carriers are included. The object of study of this research is related to the images that are used when defining the concept of electric current in Argentine textbooks. The objective was to analyze these images in the light of theoretical contributions from Systemic-Functional Linguistics and relate their characteristics to potential comprehension and learning difficulties already investigated in the field of Science Teaching. The images have been examined considering visual-verbal aspects (focus, level and type of representation, verbal components) and disciplinary aspects (object, characteristics, cause, equation and conditions of the represented phenomenon). The results show that some images expose entities or activities, often using inappropriate or questionable resources from disciplinary knowledge. For this reason, they would require a specific and carefully planned approach in classes to avoid the most common learning problems associated with this concept. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: En la enseñanza de la Física, cuando se presenta el concepto de corriente eléctrica en los libros de texto se incluyen imágenes que intentan ilustrar el movimiento de los portadores de carga. El objeto de estudio de esta investigación se relaciona con las imágenes que se emplean al definir el concepto de corriente eléctrica en libros de texto argentinos. El objetivo fue analizar dichas imágenes a la luz de aportes teóricos de la Lingüística Sistémico-Funcional y relacionar sus características con potenciales dificultades de comprensión y aprendizaje ya investigadas en el campo de la Didáctica de las Ciencias. Las imágenes se han examinado considerando aspectos visuales-verbales (foco, nivel y tipo de representación, componentes verbales) y aspectos disciplinares (objeto, características, causa, ecuación y condiciones del fenómeno representado). Los resultados muestran que algunas imágenes exponen entidades o actividades usando en muchas ocasiones recursos poco adecuados o cuestionables desde el conocimiento disciplinar. Por esto, requerirían de un abordaje específico y cuidadosamente planeado en las clases para evitar los problemas de aprendizaje más comunes asociados a este concepto. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182357915 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Learning problems Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Electric currents Type: general – SubjectFull: Charge carriers Type: general Titles: – TitleFull: Imágenes asociadas al concepto de corriente eléctrica en libros de texto argentinos de educación secundaria. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Carla Inés, Maturano – PersonEntity: Name: NameFull: Franco Ariel, Guzmán – PersonEntity: Name: NameFull: Carina Alejandra, Rudolph IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 18709095 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Latin-American Journal of Physics Education Type: main |
| ResultId | 1 |
