As revoluções que não convencem

um desafio para o ensino de física

Abstract

The Physics Teaching research has showed that before schooling, and despite of it, students have a different knowledge comparing with the scientific knowledge, but in many aspects very similar to the ancient scientific thinking. Science History has contributed with us to develop teaching strategies in arder to make possible some scientific revolutions with its conceptual changes. Some alternative conceptions are presented in this paper, and we detail the vis viva­momentum controversy, showing some didatic indications to use this controversy when teaching cinetic energy and momentum. We also give a view to the Physics Teaching research group enlargement.