Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory

Detalhes bibliográficos
Autor(a) principal: Setlik, Joselaine
Data de Publicação: 2021
Outros Autores: Silva, Henrique César 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/72924
Resumo: Reflecting on the materiality of texts that circulate scientific knowledge can enhance the creation and mediation practices of reading such texts in the teaching-learning contexts. In this study, in the perspective of the interplay between epistemology and language, dialogues were sought between the theories of Ludwik Fleck and Mikhail Bakhtin to develop an analytical trajectory for analyzing texts that circulate scientific knowledge. The proposed analytical trajectory can enable teachers and researchers, from Higher Education or Basic Education, to better understand the textual materials that circulate scientific knowledge in order to integrate such materials and reflections into their teaching practices. With this perspective, a sequence of classes is proposed (focusing on the discussion of the analytical trajectory previously elaborated) for a Physics Teaching Methodology discipline in a Physics Degree course, and an activity that comprises it is analyzed, involving choice, analysis and proposal of texts on teaching Quantum Physics by undergraduates. As a result of the didactic activity, it is evident that the students' responses dialogue with different formative moments of the undergraduate course, and the general context of the discipline (of discussions about language, texts and reading) enhanced the results achieved in the didactic activity, in which students mobilized different elements of the analytical trajectory and knowledge about texts and reading practices in the execution of the activity of selection and material analysis of a text on Quantum Physics, to be inserted in teaching.
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spelling Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theoryTrabalhando a materialidade textual na licenciatura em física: como licenciando(a)s escolhem, analisam e propõem textos para o ensino da teoria quânticaReflecting on the materiality of texts that circulate scientific knowledge can enhance the creation and mediation practices of reading such texts in the teaching-learning contexts. In this study, in the perspective of the interplay between epistemology and language, dialogues were sought between the theories of Ludwik Fleck and Mikhail Bakhtin to develop an analytical trajectory for analyzing texts that circulate scientific knowledge. The proposed analytical trajectory can enable teachers and researchers, from Higher Education or Basic Education, to better understand the textual materials that circulate scientific knowledge in order to integrate such materials and reflections into their teaching practices. With this perspective, a sequence of classes is proposed (focusing on the discussion of the analytical trajectory previously elaborated) for a Physics Teaching Methodology discipline in a Physics Degree course, and an activity that comprises it is analyzed, involving choice, analysis and proposal of texts on teaching Quantum Physics by undergraduates. As a result of the didactic activity, it is evident that the students' responses dialogue with different formative moments of the undergraduate course, and the general context of the discipline (of discussions about language, texts and reading) enhanced the results achieved in the didactic activity, in which students mobilized different elements of the analytical trajectory and knowledge about texts and reading practices in the execution of the activity of selection and material analysis of a text on Quantum Physics, to be inserted in teaching.Refletir sobre a materialidade de textos que circulam conhecimentos científicos pode potencializar a criação e as práticas de mediação de leituras de tais textos nos contextos de ensino-aprendizagem. Neste estudo, na perspectiva do entremeio entre epistemologia e linguagem, buscaram-se diálogos entre as teorias de Ludwik Fleck e Mikhail Bakhtin para elaborar uma trajetória analítica para análise de textos que circulam conhecimentos científicos. A trajetória analítica proposta pode possibilitar a professores e pesquisadores, do Ensino Superior ou Educação Básica, melhor compreender os materiais textuais que circulam conhecimentos científicos para assim integrar tais materiais e reflexões às suas práticas de ensino. Com esta perspectiva, é proposta uma sequência de aulas (com foco na discussão da trajetória analítica anteriormente elaborada) para uma disciplina de Metodologia de Ensino de Física de um curso de Licenciatura em Física, e analisada uma atividade que a compõe, envolvendo escolha, análise e proposta de textos no ensino de Física Quântica pelos licenciandos. Como resultados da atividade didática, evidencia-se que as respostas dos estudantes dialogam com diferentes momentos formativos da graduação, sendo que o contexto geral da disciplina (de discussões sobre linguagem, textos e leitura) potencializou os resultados alcançados na atividade didática, na qual os estudantes mobilizaram diferentes elementos da trajetória analítica e conhecimentos sobre textos e práticas de leitura na execução da atividade de seleção e análise material de um texto sobre Física Quântica, a ser inserido no ensino.Imprensa Universitária - UFSC2021-03-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/7292410.5007/2175-7941.2021.e72924Caderno Brasileiro de Ensino de Física; v. 38 n. 1 (2021); 538-5682175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/72924/45622Copyright (c) 2021 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessSetlik, JoselaineSilva, Henrique César da2021-03-25T15:03:46Zoai:periodicos.ufsc.br:article/72924Revistahttp://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:2021-03-25T15:03:46Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
Trabalhando a materialidade textual na licenciatura em física: como licenciando(a)s escolhem, analisam e propõem textos para o ensino da teoria quântica
title Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
spellingShingle Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
Setlik, Joselaine
title_short Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
title_full Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
title_fullStr Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
title_full_unstemmed Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
title_sort Working textual materiality in physics teacher training: how students choose, analyze and propose texts for teaching quantum theory
author Setlik, Joselaine
author_facet Setlik, Joselaine
Silva, Henrique César da
author_role author
author2 Silva, Henrique César da
author2_role author
dc.contributor.author.fl_str_mv Setlik, Joselaine
Silva, Henrique César da
description Reflecting on the materiality of texts that circulate scientific knowledge can enhance the creation and mediation practices of reading such texts in the teaching-learning contexts. In this study, in the perspective of the interplay between epistemology and language, dialogues were sought between the theories of Ludwik Fleck and Mikhail Bakhtin to develop an analytical trajectory for analyzing texts that circulate scientific knowledge. The proposed analytical trajectory can enable teachers and researchers, from Higher Education or Basic Education, to better understand the textual materials that circulate scientific knowledge in order to integrate such materials and reflections into their teaching practices. With this perspective, a sequence of classes is proposed (focusing on the discussion of the analytical trajectory previously elaborated) for a Physics Teaching Methodology discipline in a Physics Degree course, and an activity that comprises it is analyzed, involving choice, analysis and proposal of texts on teaching Quantum Physics by undergraduates. As a result of the didactic activity, it is evident that the students' responses dialogue with different formative moments of the undergraduate course, and the general context of the discipline (of discussions about language, texts and reading) enhanced the results achieved in the didactic activity, in which students mobilized different elements of the analytical trajectory and knowledge about texts and reading practices in the execution of the activity of selection and material analysis of a text on Quantum Physics, to be inserted in teaching.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-25
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dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/72924
10.5007/2175-7941.2021.e72924
url https://periodicos.ufsc.br/index.php/fisica/article/view/72924
identifier_str_mv 10.5007/2175-7941.2021.e72924
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/72924/45622
dc.rights.driver.fl_str_mv Copyright (c) 2021 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 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. 38 n. 1 (2021); 538-568
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
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instname_str Universidade Federal de Santa Catarina (UFSC)
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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)
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