{"title":" The Didactic Transposition in Brazilian High School Physics Textbooks: A Comparative Study of Didactic Materials","authors":"Leandro Marcos Alves Vaz","volume":124,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":969,"pagesEnd":973,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10007103","abstract":"In this article, we analyze the different approaches to the topic Magnetism of Matter in physics textbooks of Brazilian schools. For this, we compared the approach to the concepts of the magnetic characteristics of materials (diamagnetism, paramagnetism, ferromagnetism and antiferromagnetism) in different sources of information and in different levels of education, from Higher Education to High School. In this sense, we used as reference the theory of the Didactic Transposition of Yves Chevallard, a French educational theorist, who conceived in his theory three types of knowledge – Scholarly Knowledge, Knowledge to be taught and Taught Knowledge – related to teaching practice. As a research methodology, from the reading of the works used in teacher training and those destined to basic education students, we compared the treatment of a higher education physics book, a scientific article published in a Brazilian journal of the educational area, and four high school textbooks, in order to establish in which there is a greater or lesser degree of approximation with the knowledge produced by the scholars – scholarly knowledge – or even with the knowledge to be taught (to that found in books intended for teaching). Thus, we evaluated the level of proximity of the subjects conveyed in high school and higher education, as well as the relevance that some textbook authors give to the theme.","references":"[1]\tM. Bosch, J. Gasc\u00f3n. Twenty-Five Years of the Didactic Transposition. ICMI Bulletin, 2006, n\u00ba58.\r\n[2]\tY. Chevallard. La Transposici\u00f3n Did\u00e1tica: del saber sabio al saber ensen\u00e3do. La Pens\u00e9e Sauvage, Argentina, 1991. \r\n[3]\tBrockington, G., & Pietrocola, M. (2016). Ser\u00e3o as Regras da Transposi\u00e7\u00e3o Did\u00e1tica Aplic\u00e1veis aos Conceitos de F\u00edsica Moderna?. Investiga\u00e7\u00f5es em Ensino de Ci\u00eancias, 10(3), 387-404.\r\n[4]\tBergsten, C., Jablonka, E., & Klisinska, A. (2010, January). A remark on didactic transposition theory. In Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, The Seventh Mathematics Education Research Seminar (pp. 1-11).\r\n[5]\tW. Kang, J. Kilpatric. Didactic Transposition in Mathematics textbooks. FLM Publishing Association, White Rock, Columbia, Canada, 1992.\r\n[6]\tRibeiro, G. A. P.. As propriedades magn\u00e9ticas da mat\u00e9ria: um primeiro contato. Revista Brasileira de Ensino de F\u00edsica, vol. 22, No. 3, 2000.\r\n[7]\tGriffiths, D.J.. Introduction to Electrodynamics. 3rd Edition, Pearson, San Francisco, 2011. \r\n[8]\tCal\u00e7ada, C.S., Sampaio, J.L.. F\u00edsica Cl\u00e1ssica Volume III, 1\u00aa Edi\u00e7\u00e3o, Atual, 2012; \r\n[9]\tB. Alvarenga, A. M\u00e1ximo. F\u00edsica: Contextos e Aplica\u00e7\u00f5es Volume 3, 1\u00aa Edi\u00e7\u00e3o. Scipione, 2011.\r\n[10]\tFrison, M. D., Vianna, J., Chaves, J. M., & Bernardi, F. N. (2009). Livro did\u00e1tico como instrumento de apoio para constru\u00e7\u00e3o de propostas de ensino de ci\u00eancias naturais. Encontro Nacional de Pesquisa em Educa\u00e7\u00e3o em Ci\u00eancias. Florian\u00f3polis. Available at: . Accessed: 06 feb. 2017.\r\n[11]\tLopes, A.C. Curr\u00edculo e Epistemologia. Uniju\u00ed, Inju\u00ed, 2007. \r\n[12]\tSantos, W.L, Carneiro, M.H.S. Livro Did\u00e1tico de Ci\u00eancias: Fonte de informa\u00e7\u00e3o ou apostila de exerc\u00edcios. Uniju\u00ed, Inju\u00ed, 2007.","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 124, 2017"}