The topography of the online classroom: reflections from a experience of the research-training with science teachers

• Autor(a) principal: Santos, Enadieliton dos
• Data de Publicação: 2019
• Outros Autores: Silva, Ivanderson Pereira da
• 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/2175-7941.2019v36n1p204

The subject "Physics subjects in research-teacher training" was offered online in the second semester of 2017, in the Postgraduate Programs (PPG) in Science Education and Physics Teaching at the Federal University of Rio Grande. In addition to the students of these PPGs, students and professors of the Licentiate Physics courses of the Federal University of Pampa and the Federal University of Alagoas (UFAL) participated as well as students of the PPG in Science and Mathematics Teaching at UFAL. This experience brought together 18 subjects who composed groups and explored subjects of Physics from the perspective of research-training. Given the profile of the subjects and the proposed construction of an interactive classroom, the following research problem emerged: What is the topography of the classroom built from online interactions in the context of research-training? It is a qualitative investigation, classified as an interaction study through written data. As an analysis resource, the mapping of subjects' interactions was performed. Among the modules that composed this discipline, only module 5 was titled "The cordel in the teaching of Physics". The choice was justified by the fact that it contained the forum with the greatest number of interactions. In this research movement, we analyze its didactic design, didactic material, online teaching and the topography of the classroom constituted from the interactions of the subjects. As a result we find that although the interventions that occupied the student position indicate mostly all-all communication , of the didactic design supported by the flexibility and interactivity of cyberspace, as well as the didactic material was produced in a dialogic, multimedia and hypertextual way, the interventions of the subjects that occupied the teaching position ended up centralizing the interactions, resulting in an intermediate topography between the traditional classroom and the interactive classroom.