Construction of the physical object in teaching thermodynamics and mechanics

Abstract

According to its supporters, some of the possible consequences of the meaningful learning theory of physical concepts are a better understanding and a longer retention of them in the memory of the student, superior to those achieved by other forms of learning. The exposure to the maximum discrimination between a physical concept and its preconcepts is one of the relevant variables in the process of meaningful learning of that concept by the student. Consequently, it is necessary to define as precisely as possible the physical object under consideration (consisting of concepts, axioms, mathematical apparatus, deduced laws and experimental behavior) in order to produce an appropriate contrast with the preconcepts of the pupils. The main contention of the present writing is that the epistemological construction of the physical object (detailed below) is the procedure which produces one of the neatest descriptions of the physical theory and its scientific concepts to be taught in the classroom. The following text details the epistemological construction at the undergraduated level of three physical objects in thermodynamics, newtonian and einsteinian mechanics, respectively. They will possibly help the teacher of the subject to integrate a collection of physical objects to be contrasted with the corresponding "preobjects" of the student.