Pedagogues and the Physics teaching in initial series at elementary school

Detalhes bibliográficos
Autor(a) principal: Zimmermann, Erika
Data de Publicação: 2007
Outros Autores: Evangelista, Paula Cristina Queiros
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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spelling 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
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