Ambientes de aprendizagem em Física: investigando dinâmica da disciplina Física Conceitual em um curso de licenciatura

• Ano de defesa: 2022
• Autor(a) principal: Larissa Alves de Morais
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Ensino de Física; Ambientes de aprendizagem colaborativa; Resolução de problemas; Teoria da Atividade; Educação; Física - Estudo e ensino; Física - Métodos de ensino; Física - Licenciatura; Professores de física - Formação; Aprendizagem por atividades
• Link de acesso: http://hdl.handle.net/1843/46903

This study proposes to examine, from the Cultural Historical Activity Theory (CHAT), how a Conceptual Physics class is organized, structured and developed as a teaching and learning environment in the remote teaching context. We believe that this environment favors student learning in several dimensions and we propose to deepen the understanding of its scope and the concreteness, in detail, of its educational intentions. The methodology adopted in the Conceptual Physics class is based on group work to solve questions proposed by the teacher, preceded by reading the chapter of the textbook indicated for each class. The data were collected mainly through video recordings, written production by students and interviews. The analysis is based on the principles of the Cultural Historical Activity Theory. This theoretical perspective provided us with a broad lens for analyzing the learning that took place in the Activity Systems analyzed, showing interactions and conflicts in the teaching learning process. The discussions presented in this dissertation aim to answer the following research questions: (1) How are the mediational resources made available by the Conceptual Physics class to the students used and expanded in the work of the groups and with which intentions? (2) How are groups organized, split tasks, which roles are played by their members, and how are differences resolved or worked out in groups? (3) How do the meanings of this education experience from the students' point of view relate to the meanings intended by the teacher? The results point to the potential of the methodology adopted in the Conceptual Physics class, such as the diversity of mediational resources available, which when articulated, provoke the subjects, generate tensions and make it possible to overcome contradictions, boosting the learning. Also, the group work, which provides an opportunity for discussion and argumentation fundamental for the emergence of ideas and solutions that would hardly be possible during individual learning. In addition to the conceptual treatment of physics, which allows undergraduate students to describe and explain physical phenomena without the use of mathematical formalism, which is fundamental for the teaching practice of future high school teachers.