A unificação newtoniana apresentada mediante objetos virtuais de aprendizagem

Abstract

In this dissertation, a goal of learning was developed as a theoretical construction, related to a didactic and pedagogical narrative relative to the unification of Galileo’s Physics and Kepler’s Astronomy held by Isaac Newton’s theory of universal gravitation. For both, we were guide by Bastos Filho (1995). This theory is extremely important for Science, once enabled us to understand behavior of the planets in their paths around the Sun becoming condition sine qua non for space exploration. This object was developed in the form of animations, simulations and computer modelling that address the physics involved in this unification guided by the work developed by Quelhas (1999), Byrne (1999), Borges (1997), Moreira (1996), Wittgenstein (1922), Veit (2002), among others. Regarding the importance and formatting virtual objects of learning, we were guide by Santos (2000), Sahin (2006), Paiva (2012), Lévy (2011), Medeiros (2002), Prata (2007), Valdivia (2008), Fiolhais e Trindade (2003), Wiley (2000), among others. We also seek to show that the theory of mind modelling by Johnson-Laird (1983, 2005), it constituted a psychology that can trace methodological approaches to computer simulations. The extracted understanding in the development of this product is that this pedagogical tool can facilitate the work of the teacher, in classroom, in understanding of physics related to the gravitational unification’s theory, and may produce metacognition and contribute to the proper understanding of raised epistemological questions