CURIOSIDADE EPISTEMOLÓGICA E A FORMAÇÃO INICIAL DO PROFESSOR E PESQUISADOR EM ENSINO DE FÍSICA

• Ano de defesa: 2008
• Autor(a) principal: Maia, Dayane Rejane Andrade
• Orientador(a): Mion, Rejane Aurora
• Banca de defesa: Angotti, Jose Andre Peres , Souza, Maria Antonia de , Brandt, Célia Finck
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: formação inicial de professores de Física; Ensino de Física; curiosidade epistemológica
• Palavras-chave em Inglês: initial formation of physics teachers; Physics Teaching; epistemological curiosity; teaching-learning process; investigation program – Educational Action
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/1256

In this work the aim was to analyze the possibilities and the limits of the development and the incorporation of the epistemological curiosity in the learning–teaching process in the initial formation of the professor and researcher of the Physics teaching. The research was developed in the context of an investigation-action educational program with independent background considered as a proposal for the formation of professors and researchers in the Physics teaching. This program is developed in the Physics course at the State University of Ponta Grossa PR, in the subject of supervised internship in the Physics teaching I and II. It has been used as research conception the educational investigation-action concept with independent background and, as a methodological approach the study of case. The procedures for collection of data were: The direct observation registered in a field diary and documental analysis. The results have shown that the development of the concept of the educational investigation-action research with independent background in the process of formation is a possible and promising way to the development and incorporation of the epistemological curiosity.