Abstract

SOUZA, Ednilson Sergio Ramalho de  and  SANTO, Adilson Oliveira do Espírito. MATHEMATICAL MODELING AND SCIENTIFIC LITERACY IN THE PHYISICS TEACHING. Rev. Exitus [online]. 2019, vol.9, n.4, pp.635-664.  Epub May 15, 2020. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n4id1028.

In today's technological and globalized society, permeated by rapid sociocultural transformations, content for physics teaching can no longer focus on conceptual learning. In addition to concepts, students need to build competencies that enable them to investigate and make critical decisions that are scientifically grounded, scientific literacy is needed. Competencies of this kind involve the adoption of an active educational approach, such as mathematical modeling. The purpose of this article is to analyze the modeling as the generator of essential skills for the training of scientifically literate subjects in the Amazonian context of physics teaching. Field research involved three modeling cycles with science teachers (n = 13) from the city of Almeirim, Pará, Brazil. The methods for producing data were inspired by the mixed methodology. The interpretation of information resorted to procedures of discursive textual analysis in three phases: unitarization, categorization and metatext. The results show that mathematical modeling can have positive implications for scientific literacy in physics, especially to develop competencies to differentiate issues with possibilities for scientific investigation, to evaluate ways to explore scientifically the issue and to use different languages in order to manifest learning.

Keywords : Mathematical modeling; Scientific literacy; Physics teaching.

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