Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses

Detalhes bibliográficos
Autor(a) principal: Ortiz, Adriano José
Data de Publicação: 2021
Outros Autores: Magalhães Júnior, Carlos Alberto de Oliveira, Gimenes, Éder Rodrigues
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/67831
Resumo: Considering that Social Representations can be understood as collective conceptions, in this paper, in the fundamentals of the KVP model, which consider there is a relation between scientific knowledge, social values and practices, to analyze the undergraduates' conceptions about three areas: epistemology of Science, teaching and learning and teaching practices. Have been investigated freshman and students that completed a Physics Theachers Education Course, using 81 structured assertions on the Likert scale. The responses were statistically organized into 19 previously formulated indicators, divided into three areas of investigation. For freshmen, epistemological conceptions focused on empiricism-inductivism and an acceptance of contradictory pedagogical models were identified. On the other hand, students that completed the course provade a epistemology partly focused on realism, and a hegemonic profile towards the sociointeracionism, accompanied by some divergences in respect for other profiles. These results indicate that a Physics Theachers Education Course structured in teaching professionalization can contribute to an approximation of the reified universe knowledges.
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spelling Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education CoursesConhecimentos, valores e práticas (KVP) em licenciandos em físicaConsidering that Social Representations can be understood as collective conceptions, in this paper, in the fundamentals of the KVP model, which consider there is a relation between scientific knowledge, social values and practices, to analyze the undergraduates' conceptions about three areas: epistemology of Science, teaching and learning and teaching practices. Have been investigated freshman and students that completed a Physics Theachers Education Course, using 81 structured assertions on the Likert scale. The responses were statistically organized into 19 previously formulated indicators, divided into three areas of investigation. For freshmen, epistemological conceptions focused on empiricism-inductivism and an acceptance of contradictory pedagogical models were identified. On the other hand, students that completed the course provade a epistemology partly focused on realism, and a hegemonic profile towards the sociointeracionism, accompanied by some divergences in respect for other profiles. These results indicate that a Physics Theachers Education Course structured in teaching professionalization can contribute to an approximation of the reified universe knowledges.Considerando que as Representações Sociais podem ser compreendidas como concepções coletivas, neste artigo, nos fundamentamos no modelo KVP, que considera que há uma relação entre os conhecimentos científicos, valores e práticas sociais, para analisar concepções dos licenciandos a respeito de três eixos: epistemologia da Ciência, ensino e aprendizagem e prática docente. Investigamos ingressantes e concluintes de um curso de Física, utilizando 81 assertivas estruturadas na escala Likert. As respostas foram organizadas estatisticamente em 19 indicadores definidos previamente, divididos entre os três eixos de investigação. Para os ingressantes, foram identificadas concepções epistemológicas voltadas para o empirismo-indutivismo e uma aceitação de modelos pedagógicos contraditórios. Já os concluintes apresentaram uma epistemologia parcialmente voltada para o realismo, e um perfil docente hegemônico frente ao sócio-interacionismo, acompanhado de algumas divergências a respeito de outros perfis. Esses resultados indicam que uma licenciatura estruturada na profissionalização docente pode contribuir com uma aproximação dos saberes do universo reificado.Universidade Federal de Santa Catarina2021-05-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/6783110.5007/1982-5153.2021.e67831Alexandria: Revista de Educação em Ciência e Tecnologia; v. 14 n. 1 (2021); 63-911982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/67831/46121Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologiahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessOrtiz, Adriano JoséMagalhães Júnior, Carlos Alberto de OliveiraGimenes, Éder Rodrigues2021-05-21T20:02:42Zoai:periodicos.ufsc.br:article/67831Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2021-05-21T20:02:42Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
Conhecimentos, valores e práticas (KVP) em licenciandos em física
title Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
spellingShingle Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
Ortiz, Adriano José
title_short Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
title_full Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
title_fullStr Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
title_full_unstemmed Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
title_sort Knowledge, Values and Practices (KVP) in Undergraduates in Physics Teachers Education Courses
author Ortiz, Adriano José
author_facet Ortiz, Adriano José
Magalhães Júnior, Carlos Alberto de Oliveira
Gimenes, Éder Rodrigues
author_role author
author2 Magalhães Júnior, Carlos Alberto de Oliveira
Gimenes, Éder Rodrigues
author2_role author
author
dc.contributor.author.fl_str_mv Ortiz, Adriano José
Magalhães Júnior, Carlos Alberto de Oliveira
Gimenes, Éder Rodrigues
description Considering that Social Representations can be understood as collective conceptions, in this paper, in the fundamentals of the KVP model, which consider there is a relation between scientific knowledge, social values and practices, to analyze the undergraduates' conceptions about three areas: epistemology of Science, teaching and learning and teaching practices. Have been investigated freshman and students that completed a Physics Theachers Education Course, using 81 structured assertions on the Likert scale. The responses were statistically organized into 19 previously formulated indicators, divided into three areas of investigation. For freshmen, epistemological conceptions focused on empiricism-inductivism and an acceptance of contradictory pedagogical models were identified. On the other hand, students that completed the course provade a epistemology partly focused on realism, and a hegemonic profile towards the sociointeracionism, accompanied by some divergences in respect for other profiles. These results indicate that a Physics Theachers Education Course structured in teaching professionalization can contribute to an approximation of the reified universe knowledges.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-21
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/alexandria/article/view/67831
10.5007/1982-5153.2021.e67831
url https://periodicos.ufsc.br/index.php/alexandria/article/view/67831
identifier_str_mv 10.5007/1982-5153.2021.e67831
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/67831/46121
dc.rights.driver.fl_str_mv Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologia
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologia
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 14 n. 1 (2021); 63-91
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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