A estratégia da modelagem didático-científica para a conceitualização do real no ensino de física: um estudo de caso com professores de ensino médio

It is almost consensus in the context of physics education research the relevance of teaching strategies focused on critical reflections about the topics on discussion. Based on previous studies, we assumed that “didactic-scientific modeling” strategy is a promising theoretical-methodological framework for this purpose. Its theoretical background was mainly based on Vergnaud’s conceptual fields theory and the Bunge’s epistemological conception concerning scientific modeling process. This framework has been used on a compulsory graduate course of a professional master in physics teaching. This empirical study, with qualitative focus and explanatory purpose, allowed us to collect evidences of conceptions, difficulties and advances in the conceptualization of the real by the students enrolled in this course and also to identify possible operative invariants used by them.