Praxeological Organization of School Knowledge: A comparison of the Clapeyron equation approach in both physics and chemistry textbooks

Authors

  • Danilo Claro Zanardi Universidade de São Paulo - Programa Pós-Graduação da Faculdade de Educação São Paulo – SP - Brasil
  • Fabiana Botelho Kneubil Universidade de São Paulo - Programa Pós-Graduação da Faculdade de Educação São Paulo – SP - Brasil
  • Vanessa Sanches Pereira Universidade de São Paulo - Programa Pós-Graduação Interunidades São Paulo – SP - Brasil

Keywords:

didactic transposition, anthropological theory of didactic, praxeology and textbooks.

Abstract

This paper presents an overview of the Didactic Transposition and Anthropological Theory of Didactic of Chevallard and the relationship between them in order to use them as an analysis tool to understand the appearance of content on the Clapeyron equation in both books of Physics and Chemistry. Praxeological analysis revealed a common core to these two science courses, complemented by some concepts which are contextualized to each one of them. This analysis can provide elements that guide the internal didactical transposition, helping teachers of physics and chemistry to minimize the fragmentation of this content in both science courses.

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Published

2016-06-08

How to Cite

Zanardi, D. C., Kneubil, F. B., & Pereira, V. S. (2016). Praxeological Organization of School Knowledge: A comparison of the Clapeyron equation approach in both physics and chemistry textbooks. Investigations in Science Education, 18(3), 601–620. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/116

Issue

Vol. 18 No. 3 (2013): December of 2013

Section

Artigos

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