Search

In this paper we argue about the use of modeling cycles from David Hestenes' framework as an alternative to guide actions combining computer-based simulations and experimental activities. From a strategy that challenges students to explore the domain of validity of theoretical models and to control a diversity of representation tools, we suggest that the methodology presented here has potential to promote a more coherent conception of Science, in which students perceive its developing as something typically human in which scientists attempt to construct representations of physical phenomena, with varying degree of accuracy and limited context. Finally, we present some possibilities to use the softwares Modellus and Tracker to explore the boundaries of the validity domain of the theoretical model known as simple pendulum during a modeling cycle. Applying with Brazilian students from a professional Master's Degree in Physics Education, the cycles were important to highlight the differences between the theoretical model studied and the empirical phenomena, helping to improve their understanding of the process of scientific modeling. Some practical issues about this proposal implementation and another involving Newton's law of cooling are also discussed in this paper [ABSTRACT FROM AUTHOR]