Understanding physical phenomena from broad perspectives and semiotic approaches in dimensional frameworks: the case of mechanical energy

Abstract

The ideas for this text originate from the partial results of a doctoral thesis research project on the use of broad perspectives in physics and semiotics in didactics. The main objective is to help students of the academic average (15 to 16 years old) to build knowledge about mechanical energy from a broad perspective with a semiotic approach. For this purpose, a theoretical analysis is proposed from a dimensional perspective that contemplates the disciplinary dimension to understand the historical and epistemological aspects about mechanical energy, the socio-cultural dimension to understand the diversity of students' ways of learning and the interactional dimension to implement different tools and strategies that foster communication processes in the classroom. The specific activity consists of the analysis of the levels of initial training in semiotic records on work and energy and the levels of understanding about mechanical energy in students of the academic average (15 to 16 years old). Three groups of students (cases 1, 2 and 3) are analyzed by applying a questionnaire with open and closed questions. The analysis of the levels of understanding is carried out by adapting the SOLO 1 rubric and the training levels by means of a quantitative approach with frequencies and percentages of correct answers. According to the results, the levels of training or scientific literacy achieved by many students in semiotic registers on work and energy are poorly reflected in their levels of broad and deep understanding of mechanical energy in real situations.