Abstract In this work, we discuss transformations in the meaning of the concept of mass, which are important to physics teaching, by means of three conceptual schemes, which emphasize visual patterns of knowledge organization. We begin by discussing how the meaning of a physical concept is constructed, through its relations with others. In physical theories, these connections usually involve mathematical operations. We focus on the concept of mass and its changes in three different contexts, namely classical mechanics, electromagnetism and relativity. Modifications are displayed as shifts in its relative position in conceptual schemes. These schemes enforce visual knowledge and may be used as didactical tools for teaching the subject, since they stress both the signification of mass in classical mechanics and its re-signification in relativity. This paves the way for a discussion of different approaches adopted for teaching the mass-energy relation in relativity, expressed by the famous formula E = m c 2. As the terms rest mass, relativistic mass and invariant mass, which have different ontological and epistemological contents, are part of this discussion, we consider the main approaches to mass present in both relativity textbooks and discourses by some influential physicists.
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机译：摘要在这项工作中，我们将讨论在大众的概念的含义转变，这对物理教学重要的是，三个概念性方案的手段，它强调知识组织的视觉模式。我们首先讨论如何在物理概念的含义构造，通过其与他人的关系。在物理理论，这些连接通常涉及的数学运算。我们专注于质量的概念及其在三个不同的情况下，即经典力学，电磁学和相对论的变化。修改都显示为在概念上的方案的相对位置偏移。这些方案实施的视觉知识，可以用作教育方法手段教学的主体，因为他们强调在经典力学两个质量的意义，并在相对其重新意义。这铺平了道路为教学在相对论的质能关系采取不同办法的讨论，由著名公式E = MC 2。由于条款静止质量，相对论质量和不变质量，它们具有不同的本体论和认识论的内容表达，此讨论的一部分，我们考虑一些有影响力的物理学家在这两个相对的教科书和话语的主要途径，以质量存在。
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