Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program

• Autor(a) principal: Corrêa De Lima, S. [UNESP]
• Data de Publicação: 2020
• Outros Autores: Nardi, R. [UNESP]
• Tipo de documento: Artigo de conferência
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1088/1742-6596/1512/1/012009; http://hdl.handle.net/11449/200664

We present here part of outcomes of research that was carried out in a public school, through a partnership with the university which was willing to advise teachers in the initial years of elementary education, acting in the first and second cycles, in matters related to the teaching of Sciences, particularly Physics. The design of the program was determined by the imaginary formations presented by the teachers during an Initial Focus Group (IFG), which permitted to ascertain teacher training needs, their conceptions and desires related to Physics and Science Teaching. The study is grounded on theoretical-methodological references in French Discourse Analysis. The main imaginary formations detected with regard to Science Teaching in the context of the course were: experiments draw student attention and break the routine of the ordinary classes; Themes in Science related to the Universe are attractive for the student; The advice of a specialist in the area has helped a lot; Unlike a lecture given when a specialist shows up at school. In addition, the IFG allowed us to verify imaginary formations present in the teachers' discourses, full of discrepancies between what the Curriculum of Sciences proposes in the initial and final cycles of the early years of elementary education in the State of Minas Gerais, and how teachers understand that curriculum for the preparation of lesson plans. Regarding the imaginary formations of teachers related to science, we found at the beginning and at the end of the program that aspects of an empirical-inductive vision prevailed (the role of observation and experimentation are highlighted), a rigid view of scientific activities and the scientific method is considered as a set of steps to be followed). And we understand that there were signs of imaginary formations of science as the work of geniuses, but scientists do not have to live in isolation from the world, for they are ordinary people, like teachers, and research phenomena that do not necessarily have to be investigated in the laboratory. In addition, we have realized at the end of the process that the teachers in the sample show that there is evidence of a constant reconstruction of Science.