Uma Pesquisa Sobre a Prática Reflexiva Na Formação Inicial De Professores De Física

Abstract

ResumoA pesquisa aqui descrita consiste em um estudo envolvendo licenciados do último ano de um curso de Licenciatura em Física, matriculados na disciplina de Prática de Ensino de Física. Observou-se, durante um semestre, o desempenho dos licenciandos durante o transcorrer da disciplina, a qual se norteou na elaboração de uma seqüência de ensino sobre o tema Pressão Atmosférica e sua aplicação em situação de sala de aula. O estudo procurou analisar, por meio da análise das gravações dos episódios vivenciados pelos licenciandos no período, a influência deste processo sobre os conhecimentos específicos do conteúdo trabalhado (pressão atmosférica), assim como pesquisar quais, dentre os elementos trabalhados durante o curso, os licenciandos utilizaram para transformar o conteúdo específico em conteúdo pedagógico. Palavras-chave: livros didáticos de ciências, concepções de natureza, séries iniciais do ensino fundamental Abstract:The research here described consists of a study of seven prospective teachers majoring in Physics Teaching who were enrolled in a Physics Teaching Methods course during their last year before graduation. Prospective teachers' performance throughout the course was observed, which was organized around the development of a teaching unit on atmospheric pressure. The study aimed to examine the influence of these experiences on subject matter knowledge addressed in the course (i.e., atmospheric pressure), through the analyses of videotaped episodes. Moreover, it aimed to investigate what aspects addressed during the course were used to transform subject matter knowledge into pedagogical content knowledge.

Age and Fieldwork Experience Increase Brazilian University Students’ Ability to Identify Wild Mammals

“…Additionally, there is an increasing need for the study of specific content to be done in a contextualized environment, allowing the university students to recognize the relevance of treating these contents from a local perspective. Thus, research related to the preparation of elementary school science teachers supports the need for integration of pedagogical knowledge content with the content of other specific subjects more related to the Environmental Sciences (Longuini & Nardi, 2004; Silva & Schnetzler, 2008). In this sense, the ideas conveyed by the results of this research should also be treated as part of the integrative disciplines , which could address contents including native fauna recognition, description, surviving characteristics, and how they should be presented to their future elementary school students.…”