Praxeological Organization of School Knowledge: A comparison of the Clapeyron equation approach in both physics and chemistry textbooks
This paper presents an overview of the Didactic Transposition and Anthropological Theory of Didactic of Chevallard and the relationship between them in order to use them as an analysis tool to understand the appearance of content on the Clapeyron equation in both books of Physics and Chemistry. Prax...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Recursos: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/116 |
| Acesso em linha: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/116 |
| Access Level: | acceso abierto |
| Palavra-chave: | didactic transposition anthropological theory of didactic praxeology and textbooks. transposição didática teoria antropológica da didática praxeologia livros didáticos |
| Resumo: | This paper presents an overview of the Didactic Transposition and Anthropological Theory of Didactic of Chevallard and the relationship between them in order to use them as an analysis tool to understand the appearance of content on the Clapeyron equation in both books of Physics and Chemistry. Praxeological analysis revealed a common core to these two science courses, complemented by some concepts which are contextualized to each one of them. This analysis can provide elements that guide the internal didactical transposition, helping teachers of physics and chemistry to minimize the fragmentation of this content in both science courses. |
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