Resumo

FREDERICO, Fernando Temporini  e  GIANOTTO, Dulcinéia Ester Pagani. IMAGES AND PHYSICS EDUCATION: DUAL-CODING THEORY' S IMPLICATIONS. Ens. Pesqui. Educ. Ciênc. [online]. 2016, vol.18, n.3, pp.117-140. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172016180306.

This article presents and discusses part of a data from doctoral research that investigated image's contributions for physics teaching. With a qualitative approach to interpretation, and having the Dual Coding Theory by Paivio as the main theoretical framework, we sought to investigate how images can be configured as potential resources for processes involving learning physics' concepts. Based on analysis of the collected data, it can be considered that such resources are able to contribute significantly to learning physical concepts.

Palavras-chave : Dual-Coding Theory; Physics teaching; Images..

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