Interactive teaching methods in the training of physics teachers: a case study with peer instruction

• Autor(a) principal: Müller, Maykon Gonçalves
• Data de Publicação: 2017
• Outros Autores: Araujo, Ives Solano, Veit, Eliane Angela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n2p171

This case study, conducted with two pre-service physics teachers who applied the active method Peer Instruction (PI) in their teaching practices, aims to investigate the conflicts and difficulties experienced; advantages and disadvantages perceived and how it influenced their attitudes towards PI. The main conflicts and difficulties faced by the pre-service teachers are related to students’ behavior during voting and to the choice of ConcepTests, belonging to PI. The responses of students to the ConcepTests were not effectively used as feedback by the pre-service teachers. Regarding the advantages mentioned by the pre-service teachers, stand out the discussion among students about Physics topics and the engagement of the students on their own learning; as disadvantages, the time needed for students to reflect about the ConcepTests and class time limitation for solving quantitative problems. Despite the current conflicts, the pre-service teachers have developed positive attitudes towards PI.