Una controversia historica al servicio de una situacion de aprendizaje: una reconstruccion didactica basada en Dialogo sobre los dos maximos sistemas del mundo de Galileo

TL;DR

This paper explores a didactic reconstruction of Galileo's Dialogue to improve understanding of classical mechanics, emphasizing the importance of historical controversy and student engagement in science education.

Contribution

It develops a didactical pathway based on Galileo's dialogue, reorganized for educational purposes within a didactical engineering framework.

Findings

Enhanced student understanding of classical mechanics concepts

Improved engagement through historical controversy

Effective didactical sequence based on Galileo's dialogue

Abstract

It is difficult for the common sense to admit that an object dropped from the top of the mast of a ship moving at a constant velocity falls down at the bottom of the mast because it keeps inside the horizontal movement of the ship. This difficulty is similar to the one faced by early scientists from the pre-classical science and staged by Galileo in his Dialogue concerning the two chief world systems. This proximity leads us to elaborate a learning pathway in which some elements of Galileo's dialogue are selected and reorganized according to specific educational constraints. The relevance of the teaching-learning sequence is asserted by the `didactical engineering' framework and leans on the identification of students with the characters staged by Galileo.