Utilizando o ciclo da experiência de Kelly para analisar visões de ciência e tecnologia de licenciandos em física quando utilizam a robótica educacional

• Autor(a) principal: SANTOS, João Paulo da Silva
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7443
• topic: Ciência e tecnologia; Robótica educacional; Professor de física; CIENCIAS HUMANAS::EDUCACAO

This study aimed to analyze visions of science and technology in graduate Physics UFRPE and its implications for teaching practice when using the educational robotics. The investigative activities were carried out in the Exact Graduate Center and Nature (CEGEN) in a class of seventh period of the course Full Degree in Physics and with the participation of eight students. The methodology for this research was used the Theory of Personal Constructs (TCP), the more accurately Kelly Experience Cycle (CEK) consists of five stages: anticipation, investment, meeting, the confirmation or refutation and constructive review. This cycle was used with the methodological tool in order to identify the and technology science views before (pre-test) and after (post-test) the contact of students with educational robotics (event). They were used as script data collection instruments interviews, the same recordings and materials prepared by the students. After analyzing the data collection instruments were identified constructs presented by students. Eight who students were part of the survey, seven of them had at least one of its constructs changed at the end of the cycle. Therefore, there was an increase in at least one desconstructs in 87.5% of the sample. From there the pre-test, were identified some science and technology visions present in the speech of students, with greater indication, decontextualized views. Post-test, there was an increase of the same and the students were more likely to less traditional and more contemporary views.