Un estudio sobre el rozamiento en libros de física de nivel universitario

Abstract

This work analyses the treatment that is given to friction phenomena in a sample of fifteen physics textbooks for undergraduate level.

From this analysis it emerges that friction phenomena is treated fragmentarily. It is associated -almost exclusively- either with dissipating effects or to delaying forces, it is explained using different models for different scales, systems, materials and surfaces conditions, and clear domain limits for empirical laws are not always established, showing inconsistency in the treatment of the subject.

The content analysis technique and linguistic analysis were used in this study. The results are interpreted in the frame of the Rosch prototype theory.