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

Detalhes bibliográficos
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
Resumo: 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.
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spelling Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training programWe 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.Sao Paulo State University - UNESP School of Sciences Science Education Graduate Program Bauru CampusSao Paulo State University - UNESP School of Sciences Education Department Bauru CampusSao Paulo State University - UNESP School of Sciences Science Education Graduate Program Bauru CampusSao Paulo State University - UNESP School of Sciences Education Department Bauru CampusUniversidade Estadual Paulista (Unesp)Corrêa De Lima, S. [UNESP]Nardi, R. [UNESP]2020-12-12T02:12:48Z2020-12-12T02:12:48Z2020-06-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjecthttp://dx.doi.org/10.1088/1742-6596/1512/1/012009Journal of Physics: Conference Series, v. 1512, n. 1, 2020.1742-65961742-6588http://hdl.handle.net/11449/20066410.1088/1742-6596/1512/1/0120092-s2.0-85087106154Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengJournal of Physics: Conference Seriesinfo:eu-repo/semantics/openAccess2024-04-24T14:28:55Zoai:repositorio.unesp.br:11449/200664Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:31:52.764317Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
title Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
spellingShingle Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
Corrêa De Lima, S. [UNESP]
title_short Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
title_full Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
title_fullStr Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
title_full_unstemmed Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
title_sort Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
author Corrêa De Lima, S. [UNESP]
author_facet Corrêa De Lima, S. [UNESP]
Nardi, R. [UNESP]
author_role author
author2 Nardi, R. [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Corrêa De Lima, S. [UNESP]
Nardi, R. [UNESP]
description 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.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-12T02:12:48Z
2020-12-12T02:12:48Z
2020-06-17
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1088/1742-6596/1512/1/012009
Journal of Physics: Conference Series, v. 1512, n. 1, 2020.
1742-6596
1742-6588
http://hdl.handle.net/11449/200664
10.1088/1742-6596/1512/1/012009
2-s2.0-85087106154
url http://dx.doi.org/10.1088/1742-6596/1512/1/012009
http://hdl.handle.net/11449/200664
identifier_str_mv Journal of Physics: Conference Series, v. 1512, n. 1, 2020.
1742-6596
1742-6588
10.1088/1742-6596/1512/1/012009
2-s2.0-85087106154
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reponame:Repositório Institucional da UNESP
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