Didactics of Physics: an analysis of its epistemological, cognitive and methodological elements

Abstract

The demarcation, constitution and definition of a specific field of research, directed and dedicated to the systematic study of the phenomena arising from the interactions between teacher – students – knowledge about Physics, undoubtedly reflects a process of definition, substitution and evolution from a perspective of teacher training. In this way, the present work points out some elements that can be grouped into three fields or dimensions, namely: epistemic, cognitive and methodological. Consequently, the present discussion, appropriation and understanding of the contributions of these three dimensions may contribute to the improvement of the teacher's performance and insertion, insofar as it has the potential to direct / guide its didactic transposition according to the constitutive elements of Didactic of Physics – DF.

Keywords

• Didática da Física
• Professor de Física
• Ensino
• Pesquisa