A practical example of metacognitive activities used in Physics teachers education based on methodology research
Autor(a) principal: | |
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Data de Publicação: | 2012 |
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/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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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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1799940572956327936 |