Ensino de física nas séries iniciais: um estudo de caso sobre formação docente com ênfase na experimentação e na informática educativa

• Ano de defesa: 2008
• Autor(a) principal: Rodrigues, Cristiane Rodrigues de
• Orientador(a): Coelho, Suzana Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO CONTINUADA; PROFESSORES - FORMAÇÃO PROFISSIONAL; FÍSICA - ENSINO; APRENDIZAGEM
• Link de acesso: http://hdl.handle.net/10923/3046

This paper describes a case-study – following a qualitative-methodological approach - on the education/training of future Physical Sciences teachers in the first grades of primary school in a variety of methodologies, experimental and virtual, according to constructivist based approach. The objective was to investigate the traits of those future teachers´ epistemological profile; positive reactions and obstacles identified during the experimental and virtual processes in order to elaborate a teaching unit on “Lightning, and Thunder”. The results have pointed out methodological, psychocognitive and conceptual difficulties in the comprehension, explanation and repercussion of the physical phenomena studied from the real to the virtual dimension. On the other hand, the results also have shown positive reactions, such as, concern of the subjects regarding their own education and their students´ learning.It was found out that the methodology developed could promote, in the subjects, an awareness of the importance and need of experiments in the teaching of Physics through the use of a computer as a pedagogical resource in the first grades of primary school. Such approach would offer them an environment leading to questionings, reflections and constructions - based on experiments - on scientific literacy from the relationship between theory and practice, on the mediation , on dialog and on the cognitive development, favouring student autonomy and appropriation of new teaching methodological concepts.