<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100241</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.60956</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino desenvolvimental e a formação de conceito teórico na disciplina de Física no ensino médio]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza desarrolladora y la formación del concepto teórico en la disciplina de la Física en la escuela]]></article-title>
<article-title xml:lang="en"><![CDATA[Developmental teaching and the shaping of theoretical concepts in high school physics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batistella]]></surname>
<given-names><![CDATA[Carmes Ana da Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Raquel Aparecida Marra da Madeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[Gurupi Tocantins]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Estudos e pesquisas que têm buscando contribuir para mudanças no ensino de Física no ensino médio, especialmente quanto ao método de ensino-aprendizagem, pouco têm se beneficiado das contribuições do ensino desenvolvimental como uma alternativa para promover estas mudanças. Este artigo apresenta resultados de uma pesquisa que buscou responder à questão: o uso de princípios do ensino desenvolvimental pode contribuir para mudanças qualitativas na aprendizagem e no desenvolvimento dos estudantes de Física do ensino médio? O objetivo geral foi verificar a ocorrência de mudanças no pensamento dos estudantes do ensino médio em relação a um conceito da Física, ensinado a partir de princípios teóricos do ensino desenvolvimental. A pesquisa empírica consistiu em um experimento didático formativo com o conceito calor, orientado por princípios das teorias de Vigotski, Davydov, Elkonin, Hedegaard e Chaiklin. O experimento didático formativo ocorreu em uma instituição de ensino federal, localizada no interior do estado de Goiás (Brasil). Participaram da pesquisa 22 alunos da disciplina de Física, do segundo ano do ensino médio integrado ao curso técnico, além do professor da disciplina, que possuía conhecimento das teorias fundamentadoras da pesquisa. Para a coleta de dados, utilizou-se a observação das aulas, entrevistas e a análise da tarefa realizada pelos alunos durante o experimento didático formativo. Apenas uma aluna, por razões pessoais e afetivas, não participou e não houve mudança no seu conhecimento. Os resultados mostram que os alunos que efetivamente realizaram a atividade de estudo do conceito calor pelo método proposto avançaram na zona de desenvolvimento proximal em relação a calor e formaram um conceito teórico de natureza dialética.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Estudios e investigaciones que han buscado contribuir a los cambios en la enseñanza de la Física en la escuela secundaria, especialmente en lo que respecta al método de enseñanza-aprendizaje, se han beneficiado poco de los aportes de la enseñanza desarrolladora como alternativa para promover estos cambios. Este artículo presenta los resultados de una investigación que buscó responder la pregunta: ¿el uso de los principios de la enseñanza desarrolladora puede contribuir a cambios cualitativos en el aprendizaje y desarrollo de los estudiantes de física de la escuela secundaria? El objetivo general fue verificar la ocurrencia de cambios en el pensamiento de los estudiantes de la escuela secundaria en relación a un concepto de Física enseñado desde principios teóricos de la enseñanza desarrolladora. La investigación empírica consistió en un experimento didáctico formativo con el concepto calor, guiado por principios de las teorías de Vigotski, Davydov, Elkonin, Hedegaard e Chaiklin. El experimento didáctico formativo se llevó a cabo en una institución educativa federal ubicada en el interior del estado de Goiás (Brasil). En la investigación participaron veintidós estudiantes de la asignatura de Física, del segundo año de la escuela secundaria integrada al curso técnico, además del profesor de la asignatura, quienes tenían conocimiento de las teorías subyacentes de la investigación. Para la recolección de datos se utilizó observación de clases, entrevistas y análisis de la tarea realizada por los estudiantes durante el experimento didáctico formativo. Solo una estudiante, por razones personales y emocionales, no participó y no hubo cambios en sus conocimientos. Los resultados muestran que los estudiantes que efectivamente realizaron la actividad de estudio del concepto calor por el método propuesto, avanzaron en la zona de desarrollo próximo en relación a calor y formaron un concepto teórico de naturaleza dialéctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Studies and researches that have been seeking to contribute to changes in the teaching of Physics in High School, especially regarding the teaching-learning method, have benefited little from the contributions of developmental teaching as an alternative to promote these changes. This article presents results of a research that sought to answer the question: can the use of developmental teaching principles contribute to qualitative changes in the learning and development of high school physics students? The general objective was to verify the occurrence of changes in the thought of high school students in relation to a concept of Physics taught from theoretical principles of developmental education. The empirical research consisted of a formative didactic experiment with the Heat concept, guided by principles of the theories of Vigotski, Davydov, Elkonin, Hedegaard and Chaiklin. The formative didactic experiment took place in a federal educational institution located in the interior of the state of Goiás (Brazil). Twenty-two students from the discipline of Physics, from the second year of high school integrated to the technical course, participated in the research, in addition to the professor of the discipline, who had knowledge of the theories foundations of the research. For data collection, observation of classes, interviews and analysis of the task performed by the students during the formative didactic experiment were used. Only one student, for personal and emotional reasons, did not participate and there was no change in her knowledge.The results show that the students who effectively performed the heat concept learning activity by the proposed method, advanced in the zone of proximal development in relation to Heat and formed a theoretical concept of dialectical nature.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino-aprendizagem de física]]></kwd>
<kwd lng="pt"><![CDATA[ensino desenvolvimental]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[pensamento teórico]]></kwd>
<kwd lng="pt"><![CDATA[calor]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje de la física]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza desarrolladora]]></kwd>
<kwd lng="es"><![CDATA[pensamiento teórico]]></kwd>
<kwd lng="es"><![CDATA[concepto de calor]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning physics]]></kwd>
<kwd lng="en"><![CDATA[developmental teaching;didactics]]></kwd>
<kwd lng="en"><![CDATA[theoretical thinking]]></kwd>
<kwd lng="en"><![CDATA[heat concept]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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