A practical example of metacognitive activities used in Physics teachers education based on methodology research

Detalhes bibliográficos
Autor(a) principal: Coelho, Suzana Maria
Data de Publicação: 2012
Outros Autores: Rodrigues de Rodrigues, Cristiane, Sörensen Ghisolfi, Eduardo, Arcelino do Rego, Fábio
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/2175-7941.2012v29n3p1108
Resumo: This paper lays out a practical example of metacognitive activities and   their   contribution to the education of reflective and critical-minded Physics teachers, supported by a methodology based on research. The experiment was done by undergraduate and graduate students with Elementary and High School pupils. It shows the participants increasing awareness of the complexities of the mediation process in teaching and their perception in face of the teacher’s multiple intervention alternatives in the teaching and learning process and also in face of the obstacles for overcoming classic educational models. Possible causes for those difficulties have been pointed out and suggestions have been made to improve Physics Teachers Education. 
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spelling A practical example of metacognitive activities used in Physics teachers education based on methodology researchUm exemplo prático de atividades metacognitivas aplicadas na formação de professores de física com base na pesquisa didáticaThis paper lays out a practical example of metacognitive activities and   their   contribution to the education of reflective and critical-minded Physics teachers, supported by a methodology based on research. The experiment was done by undergraduate and graduate students with Elementary and High School pupils. It shows the participants increasing awareness of the complexities of the mediation process in teaching and their perception in face of the teacher’s multiple intervention alternatives in the teaching and learning process and also in face of the obstacles for overcoming classic educational models. Possible causes for those difficulties have been pointed out and suggestions have been made to improve Physics Teachers Education. Este artigo apresenta um exemplo prático de atividades metacognitivas e sua contribuição na formação de professores de Física reflexivos e críticos, tendo por base uma metodologia fundamentada na pesquisa. A experiência, aplicada por estudantes dos níveis de Graduação e de Pós-Graduação a alunos do Ensino Fundamental e Médio, mostra a tomada de consciência pelos participantes da complexidade do processo de mediação na prática docente e sua percepção face às múltiplas alternativas de intervenção por parte do professor no processo de ensino e aprendizagem e também dos obstáculos para superação de modelos educacionais clássicos. São apontadas possíveis causas dessas dificuldades e indicadas sugestões para sua superação nos cursos de Licenciatura.Imprensa Universitária - UFSC2012-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2012v29n3p110810.5007/2175-7941.2012v29n3p1108Caderno Brasileiro de Ensino de Física; v. 29 n. 3 (2012); 1108-10202175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2012v29n3p1108/23612Coelho, Suzana MariaRodrigues de Rodrigues, CristianeSörensen Ghisolfi, EduardoArcelino do Rego, Fábioinfo:eu-repo/semantics/openAccess2020-01-06T09:28:56Zoai:periodicos.ufsc.br:article/24773Revistahttp://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:2020-01-06T09:28:56Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv A practical example of metacognitive activities used in Physics teachers education based on methodology research
Um exemplo prático de atividades metacognitivas aplicadas na formação de professores de física com base na pesquisa didática
title A practical example of metacognitive activities used in Physics teachers education based on methodology research
spellingShingle A practical example of metacognitive activities used in Physics teachers education based on methodology research
Coelho, Suzana Maria
title_short A practical example of metacognitive activities used in Physics teachers education based on methodology research
title_full A practical example of metacognitive activities used in Physics teachers education based on methodology research
title_fullStr A practical example of metacognitive activities used in Physics teachers education based on methodology research
title_full_unstemmed A practical example of metacognitive activities used in Physics teachers education based on methodology research
title_sort A practical example of metacognitive activities used in Physics teachers education based on methodology research
author Coelho, Suzana Maria
author_facet Coelho, Suzana Maria
Rodrigues de Rodrigues, Cristiane
Sörensen Ghisolfi, Eduardo
Arcelino do Rego, Fábio
author_role author
author2 Rodrigues de Rodrigues, Cristiane
Sörensen Ghisolfi, Eduardo
Arcelino do Rego, Fábio
author2_role author
author
author
dc.contributor.author.fl_str_mv Coelho, Suzana Maria
Rodrigues de Rodrigues, Cristiane
Sörensen Ghisolfi, Eduardo
Arcelino do Rego, Fábio
description This paper lays out a practical example of metacognitive activities and   their   contribution to the education of reflective and critical-minded Physics teachers, supported by a methodology based on research. The experiment was done by undergraduate and graduate students with Elementary and High School pupils. It shows the participants increasing awareness of the complexities of the mediation process in teaching and their perception in face of the teacher’s multiple intervention alternatives in the teaching and learning process and also in face of the obstacles for overcoming classic educational models. Possible causes for those difficulties have been pointed out and suggestions have been made to improve Physics Teachers Education. 
publishDate 2012
dc.date.none.fl_str_mv 2012-12-13
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/2175-7941.2012v29n3p1108
10.5007/2175-7941.2012v29n3p1108
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2012v29n3p1108
identifier_str_mv 10.5007/2175-7941.2012v29n3p1108
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2012v29n3p1108/23612
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. 29 n. 3 (2012); 1108-1020
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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