Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School

Detalhes bibliográficos
Autor(a) principal: Melo, Lina
Data de Publicação: 2017
Outros Autores: Cañada, Florentina, Díaz, Mabel
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p131
Resumo: The study describes the progress of the pedagogical content knowledge through an intervention program, as an alternative for the training of high school physics teacher based on reflection. The research was conducted in Colombia with a teacher with an assumed name, Maria, for the 2010-2012 periods. The results show that categories such as knowledge of the curriculum, students and teaching strategies progress after the intervention program. However, knowledge of evaluation and the ideas that the teacher has about the electric field change a little. The results also suggest that approaches through reflection on teacher says, designs and does, allow her to teach based on a more constructivist approach.
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spelling Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High SchoolFormación continua del profesorado de Física a través del conocimiento didáctico del contenido sobre el campo eléctrico en Bachillerato: un caso de estudioThe study describes the progress of the pedagogical content knowledge through an intervention program, as an alternative for the training of high school physics teacher based on reflection. The research was conducted in Colombia with a teacher with an assumed name, Maria, for the 2010-2012 periods. The results show that categories such as knowledge of the curriculum, students and teaching strategies progress after the intervention program. However, knowledge of evaluation and the ideas that the teacher has about the electric field change a little. The results also suggest that approaches through reflection on teacher says, designs and does, allow her to teach based on a more constructivist approach.El estudio describe la evolución del conocimiento didáctico del contenido a través de un programa de intervención, como medio para la formación del profesorado de física basado en la reflexión. La investigación se llevó a cabo en Colombia con una profesora de física de Bachillerato de nombre supuesto, María, durante el periodo 2010-2012. Los resultados muestran que categorías como el conocimiento sobre el currículo, los estudiantes y las estrategias de enseñanza evolucionan después del programa de intervención a diferencia del conocimiento sobre la evaluación y las propias ideas que la profesora expresa sobre el campo eléctrico. Esto nos sugiere que los acercamientos a través de la reflexión sobre lo que la profesora declara, diseña y hace le permiten realizar acercamientos a una enseñanza-aprendizaje más centrada en una tendencia constructivista.Imprensa Universitária - UFSC2017-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p13110.5007/2175-7941.2017v34n1p131Caderno Brasileiro de Ensino de Física; v. 34 n. 1 (2017); 131-1512175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCspahttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p131/33948Copyright (c) 2017 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessMelo, LinaCañada, FlorentinaDíaz, Mabel2017-12-19T13:14:59Zoai:periodicos.ufsc.br:article/44377Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2017-12-19T13:14:59Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
Formación continua del profesorado de Física a través del conocimiento didáctico del contenido sobre el campo eléctrico en Bachillerato: un caso de estudio
title Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
spellingShingle Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
Melo, Lina
title_short Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
title_full Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
title_fullStr Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
title_full_unstemmed Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
title_sort Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School
author Melo, Lina
author_facet Melo, Lina
Cañada, Florentina
Díaz, Mabel
author_role author
author2 Cañada, Florentina
Díaz, Mabel
author2_role author
author
dc.contributor.author.fl_str_mv Melo, Lina
Cañada, Florentina
Díaz, Mabel
description The study describes the progress of the pedagogical content knowledge through an intervention program, as an alternative for the training of high school physics teacher based on reflection. The research was conducted in Colombia with a teacher with an assumed name, Maria, for the 2010-2012 periods. The results show that categories such as knowledge of the curriculum, students and teaching strategies progress after the intervention program. However, knowledge of evaluation and the ideas that the teacher has about the electric field change a little. The results also suggest that approaches through reflection on teacher says, designs and does, allow her to teach based on a more constructivist approach.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p131
10.5007/2175-7941.2017v34n1p131
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p131
identifier_str_mv 10.5007/2175-7941.2017v34n1p131
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p131/33948
dc.rights.driver.fl_str_mv Copyright (c) 2017 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Caderno Brasileiro de Ensino de Física
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 34 n. 1 (2017); 131-151
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
collection Caderno Brasileiro de Ensino de Física (Online)
repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com
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