Pedagogues and the Physics teaching in initial series at elementary school
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/1092 |
Resumo: | This article is a report of an experience which has involved a group of future Elementary School teachers with the aim of challenging their attitudes towards teaching Physics at Elementary School. Using a semi-structuralized questionnaire, data were collected with the objective of gathering Science conceptions and of Physics teaching and learning held by these students when they started the course. Analysis has show that these students have great aversion for Physics, and that they have a lot of resistance to the idea of teaching Physics at elementary education. From these analysis a course in Science Teaching Methodology was planned in order to help the group to overcome their insecurities in relation to teaching Physics. During this course, new data was collected through video-filmed classes, a reflexive journal and future teachers evaluations. The analysis of these data has shown that the results of this course can be considered satisfactory since changes in students ideas and attitudes towards Physics teaching was evident. It was also evident that students motivation and involvement have increased and, above all, the disposition for independent learning of Physics content to teach was shown. |
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Pedagogues and the Physics teaching in initial series at elementary schoolPedagogos e o ensino de Física nas séries iniciais do ensino fundamentalThis article is a report of an experience which has involved a group of future Elementary School teachers with the aim of challenging their attitudes towards teaching Physics at Elementary School. Using a semi-structuralized questionnaire, data were collected with the objective of gathering Science conceptions and of Physics teaching and learning held by these students when they started the course. Analysis has show that these students have great aversion for Physics, and that they have a lot of resistance to the idea of teaching Physics at elementary education. From these analysis a course in Science Teaching Methodology was planned in order to help the group to overcome their insecurities in relation to teaching Physics. During this course, new data was collected through video-filmed classes, a reflexive journal and future teachers evaluations. The analysis of these data has shown that the results of this course can be considered satisfactory since changes in students ideas and attitudes towards Physics teaching was evident. It was also evident that students motivation and involvement have increased and, above all, the disposition for independent learning of Physics content to teach was shown.Este artigo é o relato de experiência, envolvendo uma turma de pedagogia, que objetivava desafiar as idéias, inseguranças e atitudes que muitos alunos desse curso têm em relação ao Ensino de Física no Ensino Fundamental. Usando um questionário semiestruturado, foram coletados dados com o objetivo de levantar as concepções de ciência e de ensino e de aprendizagem de Física com as quais os alunos iniciam a disciplina. A análise desses dados mostrou que esses alunos possuem grande aversão por Física, e têm muita resistência à idéia de ensinar Física no Ensino Fundamental. A partir desses resultados, planejou-se um curso de Metodologia do Ensino de Ciências que pudesse ajudar esses alunos na superação de suas inseguranças quanto a ensinar Física. Durante esse curso foram coletados dados a partir das aulas vídeo-filmadas, de um jornal reflexivo e de uma autoavaliação feita anonimamente pelos alunos. A análise desses dados mostrou que essa experiência levou a resultados considerados satisfatórios, já que puderam ser evidenciadas mudanças nas idéias e atitudes desses alunos frente ao ensino de Física. Foram, também, evidenciados motivação, envolvimento e, acima de tudo, disposição para aprendizagem independente do conteúdo de Física.Imprensa Universitária - UFSC2007-05-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/1092Caderno Brasileiro de Ensino de Física; v. 24 n. 2 (2007); 261-2802175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/1092/12756Zimmermann, ErikaEvangelista, Paula Cristina Queirosinfo:eu-repo/semantics/openAccess2022-11-29T18:51:36Zoai:periodicos.ufsc.br:article/1092Revistahttp://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:2022-11-29T18:51:36Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Pedagogues and the Physics teaching in initial series at elementary school Pedagogos e o ensino de Física nas séries iniciais do ensino fundamental |
title |
Pedagogues and the Physics teaching in initial series at elementary school |
spellingShingle |
Pedagogues and the Physics teaching in initial series at elementary school Zimmermann, Erika |
title_short |
Pedagogues and the Physics teaching in initial series at elementary school |
title_full |
Pedagogues and the Physics teaching in initial series at elementary school |
title_fullStr |
Pedagogues and the Physics teaching in initial series at elementary school |
title_full_unstemmed |
Pedagogues and the Physics teaching in initial series at elementary school |
title_sort |
Pedagogues and the Physics teaching in initial series at elementary school |
author |
Zimmermann, Erika |
author_facet |
Zimmermann, Erika Evangelista, Paula Cristina Queiros |
author_role |
author |
author2 |
Evangelista, Paula Cristina Queiros |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Zimmermann, Erika Evangelista, Paula Cristina Queiros |
description |
This article is a report of an experience which has involved a group of future Elementary School teachers with the aim of challenging their attitudes towards teaching Physics at Elementary School. Using a semi-structuralized questionnaire, data were collected with the objective of gathering Science conceptions and of Physics teaching and learning held by these students when they started the course. Analysis has show that these students have great aversion for Physics, and that they have a lot of resistance to the idea of teaching Physics at elementary education. From these analysis a course in Science Teaching Methodology was planned in order to help the group to overcome their insecurities in relation to teaching Physics. During this course, new data was collected through video-filmed classes, a reflexive journal and future teachers evaluations. The analysis of these data has shown that the results of this course can be considered satisfactory since changes in students ideas and attitudes towards Physics teaching was evident. It was also evident that students motivation and involvement have increased and, above all, the disposition for independent learning of Physics content to teach was shown. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-05-08 |
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/1092 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/1092 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/1092/12756 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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. 24 n. 2 (2007); 261-280 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 |
_version_ |
1799940569464569856 |