<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172021000100321</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230125</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Significados construídos por acadêmicos de licenciatura em Física durante a execução de experimentos de pensamento históricos]]></article-title>
<article-title xml:lang="es"><![CDATA[Significados construidos por estudiantes de profesorado en Física durante la ejecución de experimentos de pensamiento histórico]]></article-title>
<article-title xml:lang="en"><![CDATA[Definitions built by Physics academics during the performance of historic thought experiments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giacomelli]]></surname>
<given-names><![CDATA[Alisson Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci T. Werner da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo apresenta parte dos resultados de uma pesquisa que visa discutir a potencialidade dos Experimentos de Pensamento (EPs) para a aprendizagem significativa em Física. A questão central da investigação é dada por: como os elementos cognitivos mobilizados pelos estudantes durante a realização de EPs em Física podem ser representativos de indícios de aprendizagem significativa? Para respondê-la, a pesquisa foi estruturada a partir dos resultados da aplicação de dois episódios de ensino envolvendo EPs históricos (&#8220;Microscópio de raios gama de Heisenberg&#8221; e &#8220;Gato de Schrödinger&#8221;), juntamente a licenciandos em Física. Para a produção dos dados, foram utilizados os materiais escritos pelos acadêmicos e as videogravações das discussões estabelecidas. Os resultados do estudo, aqui restritos à análise de uma das intervenções realizadas, possibilitaram identificar, frente ao proposto pela Teoria da Aprendizagem Significativa, que os EPs se revelam uma tarefa potencialmente significativa para a construção de significados pelos participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo presenta parte de los resultados de una investigación que tiene como objetivo discutir el potencial de los Experimentos de Pensamiento (EP) para el aprendizaje significativo en Física. La pregunta central de la investigación es: ¿cómo los elementos cognitivos movilizados por los estudiantes durante la realización de los EPs en Física pueden ser representativos de indicios de aprendizajes significativos? Para contestarla, la investigación se estructuró a partir de los resultados de la aplicación de dos episodios de docencia que involucran EPs históricos (&#8220;Microscopio de rayos gamma de Heisenberg&#8221; y &#8220;El gato de Schrödinger&#8221;), junto con estudiantes de Física. Para la producción de los datos se utilizaron los materiales escritos por los estudiantes y las grabaciones en video de las discusiones establecidas. Los resultados del estudio, aquí restringidos al análisis de una de las intervenciones realizadas, permitieron identificar, frente a lo propuesto por la Teoría del Aprendizaje Significativo, que los EPs resultan una tarea potencialmente significativa para la construcción de significados de los participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The current article presents partial results of a research that aims to discuss the potentiality of Thought Experiments (TEs) for meaningful learning in Physics. The main question of the investigation is given as: how do the cognitive elements mobilized by the students during the TEs in Physics can represent signs of meaningful learning? To answer this question, the article was structured with the results of the application of two teaching episodes involving historic TEs (Heisenberg gamma-ray microscope and &#8220;Schrödinger's cat&#8221;), together with academics in Physics. For the production of the data, materials written by the academics and video recordings of the established discussions were used. The results of the study, restrict to the analysis of one of the interventions held, made it possible to identify, before the proposal by the Meaningful Learning Theory, that the TEs reveal themselves as a potentially meaningful task for the construction of meanings by the participants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da Aprendizagem Significativa]]></kwd>
<kwd lng="pt"><![CDATA[Hierarquização dos significados]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Física]]></kwd>
<kwd lng="es"><![CDATA[Teoría del Aprendizaje Significativo]]></kwd>
<kwd lng="es"><![CDATA[Jerarquización de significados]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Física]]></kwd>
<kwd lng="en"><![CDATA[Meaningful Learning Theory]]></kwd>
<kwd lng="en"><![CDATA[Prioritization of meaning]]></kwd>
<kwd lng="en"><![CDATA[Physics teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Laburú]]></surname>
<given-names><![CDATA[C. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Considerações sobre a função do experimento no ensino de ciências]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Nardi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Questões atuais no ensino de ciências]]></source>
<year>1998</year>
<page-range>53-60</page-range><publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Escrituras Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel]]></surname>
<given-names><![CDATA[D. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Novak]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hanesian]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicología Educativa: un punto de vista cognoscitivo]]></source>
<year>1983</year>
<edition>2. ed.</edition>
<publisher-loc><![CDATA[Cidade do México, México ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Trillas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bastos]]></surname>
<given-names><![CDATA[P. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Mattos]]></surname>
<given-names><![CDATA[C. R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Um exemplo da dinâmica do perfil conceitual como complexificação do conhecimento cotidiano]]></article-title>
<source><![CDATA[Revista Electrónica de Enseñanza de las Ciencias]]></source>
<year>2009</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1054-78</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Novos rumos para o laboratório escolar de Ciências]]></article-title>
<source><![CDATA[Caderno Brasileiro de Ensino de Física]]></source>
<year>2002</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>291-313</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[J. R]]></given-names>
</name>
</person-group>
<source><![CDATA[The Laboratory of the mind]]></source>
<year>1991</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Galilei]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Diálogo sobre os dois máximos sistemas do mundo ptolomaico e copernicano]]></source>
<year>2001</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora 34]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Helm]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Gilbert]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Thought experiments and physics education - Part 1]]></article-title>
<source><![CDATA[Physics Education]]></source>
<year>1985</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>124-31</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hofstein]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Lunetta]]></surname>
<given-names><![CDATA[V. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The laboratory in science education: Foundations for the twenty-first century]]></article-title>
<source><![CDATA[Science education]]></source>
<year>2004</year>
<volume>88</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>28-54</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kiouranis]]></surname>
<given-names><![CDATA[N. M. M]]></given-names>
</name>
</person-group>
<source><![CDATA[Experimentos mentais no ensino de ciências: implementação de uma sequência didática]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Bauru, SP ]]></publisher-loc>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mach]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[On Thought Experiments]]></source>
<year>1972</year>
<publisher-loc><![CDATA[Florida, USA ]]></publisher-loc>
<publisher-name><![CDATA[University of South Florida]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Millar]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Towards a role for experiment in the science teaching laboratory]]></article-title>
<source><![CDATA[Studies in Science Education]]></source>
<year>1987</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>109-18</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montenegro]]></surname>
<given-names><![CDATA[R. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Pessoa Jr.]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interpretações da teoria quântica e as concepções dos alunos do Curso de Física]]></article-title>
<source><![CDATA[Investigações em Ensino de Ciências]]></source>
<year>2002</year>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Teorias de aprendizagem]]></source>
<year>1999</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[EPU]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
</person-group>
<source><![CDATA[A Teoria da Aprendizagem Significativa: subsídios teóricos para o professor pesquisador em ensino de Ciências]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Porto Alegre, RS ]]></publisher-loc>
<publisher-name><![CDATA[Brasil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Pesquisa em educação em ciências: métodos qualitativos]]></source>
<year>2002</year>
<volume>4</volume>
<page-range>25-55</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Masini]]></surname>
<given-names><![CDATA[E. A. F. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizagem Significativa: a teoria de David Ausubel]]></source>
<year>2001</year>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Centauro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palmero]]></surname>
<given-names><![CDATA[M. L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Caballero Sahelices]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Greca]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La Teoría del Aprendizaje Significativo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Palmero]]></surname>
<given-names><![CDATA[M. L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Greca]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[La teoría del aprendizaje significativo em la perspectiva de la psicología cognitiva]]></source>
<year>2008</year>
<page-range>7-45</page-range><publisher-loc><![CDATA[Barcelona, Espanha ]]></publisher-loc>
<publisher-name><![CDATA[Ediciones Octaedro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pessoa Jr]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
</person-group>
<source><![CDATA[Conceitos de Física quântica]]></source>
<year>2006</year>
<volume>1</volume>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Livraria da Física]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pozo]]></surname>
<given-names><![CDATA[J. I]]></given-names>
</name>
</person-group>
<source><![CDATA[A solução de problemas: aprender a resolver, resolver para aprender]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Porto Alegre, RS ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quiabao]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[N. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[R. M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Muniz]]></surname>
<given-names><![CDATA[S. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Paiva]]></surname>
<given-names><![CDATA[F. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigando a compreensão conceitual em física de alunos de graduação em cursos de ciências, engenharias e matemática]]></article-title>
<source><![CDATA[Revista Brasileira de Ensino de Física]]></source>
<year>2019</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reiner]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Thought experiments and collaborative learning in physics]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>1998</year>
<volume>20</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>1043-58</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reiner]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gilber T]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Epistemological resources for thought experimentation in science learning]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2000</year>
<volume>22</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>489-506</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Velentzas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Halkia]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use of thought experiments in teaching physics to upper secondary-level students: two examples from the theory of relativity]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2013</year>
<volume>35</volume>
<numero>18</numero>
<issue>18</issue>
<page-range>3026-49</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
