Concepções de natureza da ciência na formação de professores de Física

• Ano de defesa: 2024
• Autor(a) principal: Santi, Natália Rampelotto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Natureza da ciência; Formação de professores; História e filosofia da ciência; Ensino de Física; Nature of science; Teacher training; History and philosophy of science; Physics teaching.; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33097

This work aimed to understand the conceptions about the production of scientific knowledge of future Physics teachers at a Federal University. The research sought to investigate the students' conceptions of the Nature of Science, with the intention of understanding the process of forming these conceptions and elucidating the implications and perspectives these conceptions reveal about teaching and learning. To carry out the research, it was necessary to understand how the Physics Licentiate Course is structured. The Pedagogical Course Project (PPC) of the Physics course, which currently has two active documents from 2005 and 2023, was analyzed. Based on the analysis of the PPCs, students enrolled in the internship subjects of both PPCs were chosen as the research universe. Seven students were interviewed via Google Meet, with a scheduled time for each one. The questions were constructed based on the VNOS questionnaire, Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science, proposed by Lederman et al. (2002), and the questions were open-ended. It was possible to observe that most students had teaching experiences only in the internship discipline, with 06 out of the 07 having participated or still participating in PIBID. Data analysis followed Charmaz's Grounded Theory categorization process. Initially, open coding was done to identify central concepts in the collected information, which involved associating markers to data segments, classifying them to establish comparisons. The results indicate that the insertion of the Nature of Science (NoS) in the licentiate course occurred in a varied manner, depending on the PPC. The comparative analysis of both documents revealed significant transformations. The interviewees highlighted the importance of understanding how science is constructed, suggesting that the introduction of questions about the History and Philosophy of Science can enrich the teaching of Physics. The results of this study show that, although students recognize the mutability, social influence, and the importance of creativity in science, there are still variations in the depth and sophistication of this understanding. Regarding the approach to metascientific content and themes, students present some coherent proposals for addressing physics from a historical and philosophical contextualization or through "dynamic integration in classes" of metascientific content, aiming at "demystifying science" to construct a more coherent view of science and the scientist. However, there were also indications of a return to methodologies already questioned by research in science education, such as "discovery learning," overvaluing experimentation in teaching. These variations reflect the need for a more comprehensive and critical training that incorporates the History and Philosophy of Science (HPS) in a meaningful way into the Physics teacher training curriculum.