Professores de física e ensino CTS: um estudo sobre avaliação e adaptações de sequência de ensino sobre energia solar fotovoltaica

• Ano de defesa: 2021
• Autor(a) principal: Ygor Bernardes Santos
• 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 e Docência; UFMG
• Palavras-chave em Português: Dilemas profissionais; Situação de estudo; CTSA; Energia solar fotovoltaica; Sequência de ensino; Educação; Física (Estudo e ensino) - Ensino médio; Física (Estudo e ensino) - Ensino médio - Métodos de ensino; Geração de energia fotovoltaica - Estudo e ensino; Energia - Fontes alternativas - Estudo e ensino; Energia solar - Estudo e ensino; Professores de física - Formação
• Link de acesso: http://hdl.handle.net/1843/39781

The main objective of this research is to understand how Physics teachers evaluate, adapt, and reflect on the use and possibilities of using a teaching sequence on photovoltaic solar energy, in an approach based on CTSA. Three physics teachers from the Minas Gerais State Network, two preceptors from the Pedagogical Residency program and a PIBID supervisor were invited, interested in using this material in their classes, but with a lower number of classes than the one reported in the original proposal. Semi- structured interviews were carried out to identify the points of interest and possible reservations of the teachers regarding the original proposal, as well as the choices that each of them would make to adapt the teaching sequence according to their purposes, preferences, contexts, and conditions of teaching. teaching. From the evaluations made, three different proposals for reorganizing the sequence emerged, which were partially used in their classes and which they later commented and evaluated. Through semi- structured interviews and their analysis, we seek to identify teachers 'conceptions and preferences about aspects of the sequence, and, also, teachers' evaluation of its adequacy to the design principles explained in the original proposal. The analysis of the interviews was carried out from the perspective of the continuing education of research professors in the context of educational innovations - CTSA approach, teaching through themes, investigative activities, considering the professional dilemmas they experience. The results point to preferences, reasons and obstacles found by teachers in working with Physics topics with a CTSA approach in classrooms.