Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI
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Data de Publicação: | 2006 |
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Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/142520 |
Resumo: | Within the context of selecting pedagogic resources for a virtual constructivist learning environment aimed at qualifying teachers, research in physics teaching in Brazil was confronted to the pedagogic problems of a group of 18 physics teachers. Problems gathered from teachers’ discourse were confronted with the characterization of physics teaching in the 21st century seen from the perspective of works published in Brazil in this area in proceedings of the latest scientifi c events and in periodicals, since 2000. Comparison was carried out aiming at two categories: a match (total and relative) and a mismatch. Results showed that theory and practice do not match. The paths to overcome this scenario point to the collaboration between researchers and teachers in investigating new study objects. Promising pathways for the initial and continuous preparation of the physics teacher may also result from this approach. |
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Santos, Flavia Rezende Valle dosOstermann, Fernanda2016-06-10T02:10:00Z20060212-4521http://hdl.handle.net/10183/142520000602862Within the context of selecting pedagogic resources for a virtual constructivist learning environment aimed at qualifying teachers, research in physics teaching in Brazil was confronted to the pedagogic problems of a group of 18 physics teachers. Problems gathered from teachers’ discourse were confronted with the characterization of physics teaching in the 21st century seen from the perspective of works published in Brazil in this area in proceedings of the latest scientifi c events and in periodicals, since 2000. Comparison was carried out aiming at two categories: a match (total and relative) and a mismatch. Results showed that theory and practice do not match. The paths to overcome this scenario point to the collaboration between researchers and teachers in investigating new study objects. Promising pathways for the initial and continuous preparation of the physics teacher may also result from this approach.En el contexto de la selección de recursos pedagógicos para un ambiente virtual constructivista de formación de maestros, se analizó la confrontación entre la investigación en enseñanza de física en Brasil y los problemas de la práctica pedagógica de un grupo de dieciocho maestros de física. Se confrontaron los problemas recogidos en el discurso de los maestros, con la caracterización de la enseñanza de física en el siglo xxi a partir del análisis de los trabajos publicados en Brasil en esa área desde 2000, tanto en las actas de los últimos eventos científi cos como en las publicaciones en periódicos. La confrontación se hizo por medio de las categorías: convergencia (total y relativa) y divergencia. Los resultados manifestaron que teoría y práctica divergen. La colaboración entre investigadores y maestros para la investigación de nuevos objetos de estudio es un camino de superación que este cuadro señala. Rumbos propicios para la formación inicial y continuada del maestro de física también pueden resultar de esa aproximación.application/pdfspaEnseñanza de las ciências. Vol. 24, no. 3 (nov. 2006), p. 387-400Ensino de físicaFormação de professoresAmbiente virtualConstrutivismoVirtual constructivist learning environmentTeacher trainingTeaching and learning of physicsResearch in physics teachingTeaching practiceAmbiente virtual constructivistaFormación del maestroEnseñanza-aprendizaje de físicaInvestigación en enseñanza de físicaPráctica docenteEnseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXITeachinng and learning Physics in Brasil: Confronting theory and practice at the beginning of xxi CenturyEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSORIGINAL000602862.pdf000602862.pdfTexto completo (espanhol)application/pdf114882http://www.lume.ufrgs.br/bitstream/10183/142520/1/000602862.pdfc3b0a645081ebab108fd4a3285ea8b7fMD51TEXT000602862.pdf.txt000602862.pdf.txtExtracted Texttext/plain71472http://www.lume.ufrgs.br/bitstream/10183/142520/2/000602862.pdf.txt6a91e0f8524e8859b99167048a2d5989MD52THUMBNAIL000602862.pdf.jpg000602862.pdf.jpgGenerated Thumbnailimage/jpeg1686http://www.lume.ufrgs.br/bitstream/10183/142520/3/000602862.pdf.jpg897a5c58f21b3cdc8b68623c06a5e011MD5310183/1425202023-09-14 03:27:35.533551oai:www.lume.ufrgs.br:10183/142520Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2023-09-14T06:27:35Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI |
dc.title.alternative.en.fl_str_mv |
Teachinng and learning Physics in Brasil: Confronting theory and practice at the beginning of xxi Century |
title |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI |
spellingShingle |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI Santos, Flavia Rezende Valle dos Ensino de física Formação de professores Ambiente virtual Construtivismo Virtual constructivist learning environment Teacher training Teaching and learning of physics Research in physics teaching Teaching practice Ambiente virtual constructivista Formación del maestro Enseñanza-aprendizaje de física Investigación en enseñanza de física Práctica docente |
title_short |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI |
title_full |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI |
title_fullStr |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI |
title_full_unstemmed |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI |
title_sort |
Enseñanza-aprendizaje de física en Brasil : confrontando teoría y práctica en el inicio del siglo XXI |
author |
Santos, Flavia Rezende Valle dos |
author_facet |
Santos, Flavia Rezende Valle dos Ostermann, Fernanda |
author_role |
author |
author2 |
Ostermann, Fernanda |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Flavia Rezende Valle dos Ostermann, Fernanda |
dc.subject.por.fl_str_mv |
Ensino de física Formação de professores Ambiente virtual Construtivismo |
topic |
Ensino de física Formação de professores Ambiente virtual Construtivismo Virtual constructivist learning environment Teacher training Teaching and learning of physics Research in physics teaching Teaching practice Ambiente virtual constructivista Formación del maestro Enseñanza-aprendizaje de física Investigación en enseñanza de física Práctica docente |
dc.subject.eng.fl_str_mv |
Virtual constructivist learning environment Teacher training Teaching and learning of physics Research in physics teaching Teaching practice |
dc.subject.spa.fl_str_mv |
Ambiente virtual constructivista Formación del maestro Enseñanza-aprendizaje de física Investigación en enseñanza de física Práctica docente |
description |
Within the context of selecting pedagogic resources for a virtual constructivist learning environment aimed at qualifying teachers, research in physics teaching in Brazil was confronted to the pedagogic problems of a group of 18 physics teachers. Problems gathered from teachers’ discourse were confronted with the characterization of physics teaching in the 21st century seen from the perspective of works published in Brazil in this area in proceedings of the latest scientifi c events and in periodicals, since 2000. Comparison was carried out aiming at two categories: a match (total and relative) and a mismatch. Results showed that theory and practice do not match. The paths to overcome this scenario point to the collaboration between researchers and teachers in investigating new study objects. Promising pathways for the initial and continuous preparation of the physics teacher may also result from this approach. |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006 |
dc.date.accessioned.fl_str_mv |
2016-06-10T02:10:00Z |
dc.type.driver.fl_str_mv |
Estrangeiro info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10183/142520 |
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0212-4521 |
dc.identifier.nrb.pt_BR.fl_str_mv |
000602862 |
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0212-4521 000602862 |
url |
http://hdl.handle.net/10183/142520 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.ispartof.pt_BR.fl_str_mv |
Enseñanza de las ciências. Vol. 24, no. 3 (nov. 2006), p. 387-400 |
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openAccess |
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