Teoremas en acto y conceptos en acto en dos situaciones relativas a la noción de Sistema Cuántico.

FANARO, M. A.; OTERO, M. R.; MOREIRA, M. A.

Revista Brasileira de Pesquisa em Educação em Ciências (RBPEC).

ABRAPEC

Lugar: San Pablo-Brasil; Año: 2009 vol. 9 p. 1 - 19

1806-5104

The results of a part of an investigation regarding the Teaching of Quantum Mechanics at level school are presented, in which from didactic and cognitive referential it analyzes the viability and adaptability of a sequence of situations designed to reconstruct fundamental concepts and principles. The sequence begins and finishes with the Double-Slit Experiment, producing the emergence of the quantum behavior, because the experience is analyzed with projectiles whose mass is reduced successively until arriving at electrons. It is considered to the electron like the simpler quantum system, adapts the approach Multiple Paths of Feynman using simulation software. The principle of superposition and correspondence from the analysis of the quotient between the mass and the Planck´s constant is introduced. The results presented here are regarding the analysis of conceptualization, from the possible identification of the theorem-in-act (Vergnaud, 1990; Moreira, 2002) that used the students when approaching the first situations, and the inferences that these allowed or prevented. One stands out the opportunistic character of the conceptualization indicated by Vergnaud, and the necessity to complement the didactic and cognitive framework when one is to investigate the viability and adaptability of didactic proposals.