Intera����es discursiva e o uso de analogias no ensino de f��sica

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Saberes docentes mobilizados por futuros professores de F��sica em processos interativos discursivos

This research deals with teachers��� education, discussing elements related to the teachers��� knowledge and discursive interaction. Teaching knowledge can be mobilized in different situations and spaces; however, here, we considered them in the classroom environment and the interactive context among teacher-students and students-students. We analyzed the discursive interactions in a 23 future high school physics teachers sample, observed during the development of activities of supervised teaching, in an undergraduate teachers��� initial education program, in one of the S��o Paulo State universities, in Brazil. The main research question was: which teachers��� knowledge is mobilized by future high physics teachers during the interactive discursive context aiming the construction of scientific knowledge by students? Data showed that in the communicative interaction process in the classroom the student-teachers mobilized teaching knowledge related to the content and to its pedagogy.

A aplica����o de uma sequencia did��tica: caixa eletr��nico

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Ensino de geometria espacial na licenciatura em matem��tica: uma proposta de trabalho com grupos colaborativos

Apresenta-se neste trabalho experi��ncias obtidas atrav��s de 06 (seis) anos consecutivos de trabalho com a disciplina de Geometria Espacial em turmas de formação inicial de professores de matem��tica. A proposta de trabalho em grupos colaborativos se justifica pela necessidade atual de os professores em atividade utilizarem essa poderosa ferramenta como facilitadora da aprendizagem pessoal e dos estudantes sob sua orienta����o. Os alunos das v��rias turmas foram desafiados �� tarefa de apresentarem, ao final da disciplina (semestre), um trabalho contendo: material escrito (capa, formata����o, desenvolvimento do tema, c��lculos, desenhos, resultados e refer��ncias), material concreto produzido com canudos e fitilho (s��lidos constru��dos: acabamento, uniformiza����o, montagem e medidas) e apresenta����o oral do grupo (arquivos de programas de apresenta����o). A metodologia proposta para a realiza����o dessa tarefa em todas as turmas foi de grupos colaborativos, com em m��dia 05 (cinco) alunos cada. Para a 1�� turma foi proposta a constru����o de ���esqueletos��� dos poliedros de Plat��o, com a maior aresta (canudinho) fixada. Cada grupo deveria observar uma propriedade dentre as seguintes: s��lidos com a mesma ��rea total; com o mesmo volume; com uma mesma esfera inscrita e com uma mesma esfera circunscrita. Todo material coletado dos grupos (escrito, constru��do ou digital/apresenta����o oral), est�� sendo devidamente catalogado, para ent��o ser disponibilizado no Laborat��rio de Ensino de Matem��tica do referido curso. Os trabalhos propostos posteriormente foram gradativamente sendo mais desafiadores. O ��ltimo trabalho proposto (2012) teve o seguinte tema: Poliedros Arquimedianos ou semirregulares.

Prot��tipo de uma atividade experimental para o estudo da cinem��tica realizada remotamente

Este artigo apresenta uma avalia����o de um prot��tipo relativo a um experimento de cinem��tica que pode ser controlado remotamente via internet. Para tanto, utilizamos microcontroladores da fam��lia PIC, visando controlar a velocidade de carrinhos de brinquedo. O intuito foi investigar a possibilidade de se construir um laborat��rio de Ensino de F��sica totalmente controlado remotamente com vistas a apoiar cursos de formação inicial e continuada de professores ministrados a dist��ncia. A avalia����o do prot��tipo foi realizada por 15 alunos de um curso presencial de Gradua����o em F��sica, no ��mbito da disciplina de Instrumenta����o para o Ensino da F��sica. Os resultados apontam para a viabilidade da utiliza����o desse recurso.

A resolu����o de problemas no contexto do est��gio curricular supervisionado: dificuldades e limites de licenciandos em matem��tica

The aim was to investigate the difficulties and limits of four future mathematics teachers to conduct classes in regencies approach of problem solving. Based on participation in a course this approach, undergraduates elaborated three didactic sequences, which were taught by the activity of conducting classroom discipline Supervised Curricular Training. After this work, participated in an individual interview to report what had developed in classroom. The results showed difficulties in the following aspects: in the elaboration of didactic sequences; in providing an environment for discussion of resolution strategies students. Furthermore, the data analysis showed limits related: the lack of space at the school teacher to allow implementation of lessons developed; lack of basic mathematical knowledge of the students.

Interpretando la estrutura curricular de programas brasile��os de licenciatura en F��sica, a partir de una perspectiva epistemol��gica de la Did��ctica de la F��sica

This study aims to contribute to understanding the complexity related to the definition and practice of "Didactics of Physics" in initial physics teachers training. We intend to make evident how is understood the Didactics of Physics in curricular organizations, since an "observation" from a perspective based on an analysis of theoretical frameworks of Science Teaching, according to which "Didactics of Physics" is an articulating axis between different disciplines and constitutes the knowledge body to be taught in order to teachers learn to teach physics. For that, we used techniques of documentary analysis, constituting a text from a systematic search of information about Physics teachers��� initial education programs, looking for criteria justifying their organizations and contents of disciplines that aim to contribute to the training for teaching, in a study carried out during 2011. We found on these curricular organizations the presence of disciplines in fields such as: Exact Sciences, Humanities, Social Sciences and Teaching Practice, which indicates a consideration of interdisciplinary training which must receive the future teacher. However, without being consistent with Science Education' epistemology, requesting the integration of interdisciplinary knowledge to solve problems related to teach physics in high school, with some exceptions in the preparation for the subject "traineeship" or training for "Didactic transposition", but since different interpretations.

Demandas de professores de f��sica em exerc��cio no Ensino M��dio: subs��dios para um processo de reestrutura����o de um curso de licenciatura

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Concep����es de alunos do ensino m��dio sobre o tema ��gua: subs��dios para o planejamento de atividades investigativas interdisciplinares

Meaningful learning occurs when new knowledge to be aggregated are grounded in other students already possess. In preparing didactic sequences for teaching concepts, one should take into account these concepts and knowledge to produce more effective and lasting learning, and build new concepts that will become subsumes for subsequent learning. This research was developed in a subproject linked to institutional Scholarship Program Initiation to Teaching (PIBID) of a Universidade Estadual Paulista. The proposal is based on the articulation of the Public School and the University, strengthening the initial training of undergraduates, and continued teacher network, improving the quality of education. The proposed work is based on interdisciplinary research and teaching by investigation. Undergraduates in Biology, Physics, Mathematics and Chemistry jointly propose interdisciplinary teaching activities and investigative applied to high school students of Public School partner. To survey the views of these students on the theme Water, they were asked to draw up an essay entitled "The importance of water", with the aim of organizing information for planning a teaching strategy that articulates the disciplines of training of undergraduates. In this paper we present a qualitative analysis of these essays, performed based on content analysis. The analysis allowed to identify existing concepts in students' cognitive structure and classify them into adequate and inadequate compared to scientifically accepted concepts. Several misconceptions were raised indicating the need to produce didactic sequences that in addition to working the concepts presented in the curriculum of disciplines take into consideration the possibility of more meaningful learning. This research produced the elucidation of existing concepts, indicating where deficiencies were larger. One major contribution was the realization that concepts that may be considered by teachers as simple and already acquired by the students often come so misguided in their explanations. From the results obtained, integrated activities have been planned and implemented, and more relevant to the needs of students aiming to recover and enrich the knowledge they possessed, encouraging the use of scientific concepts and their application to daily living situations.

Discutindo a EaD no ensino superior: dando voz aos alunos

The work appeared before the process of articulation and curricular restructuring of Pedagogy courses conducted at the request of the Dean of undergraduate studies at UNESP. The documents surveyed pointed out that, although all courses obey the same laws, curriculum organization of each features singularities, where the course of pedagogy of Bauru (SP) is the only one which is distinguished by the presence of disciplines that work with the issue of technologies. Thus, we have as objectives: to analyze a proposal of curricular use of distance education; map of the curricula of pedagogy of UNESP with respect to technologies; Verify there is possibility of use of a virtual learning scenario in teachers ' initial formation. Thus, there was a didactic experience of use of distance education, which happened in 2010, 2011 and 2012, with students of the first and third year of the course. Were job steps: 1) literature review; 2) study of official documents of the courses of pedagogy of UNESP; 3) elaboration and execution of a didactic proposal of virtual learning environment; 4) description and categorization of data; 5) analysis and interpretation of results. We conclude that there is a need for reorganization of curriculum Pedagogy courses on the use of technologies and virtual learning environments are theoretical and practical articulation opportunities.

Evid��ncias formativas da extens��o universit��ria na doc��ncia em Educa����o F��sica

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Conceitos ecol��gicos estruturantes: investigando o pensamento de futuros professores de Ci��ncias Biol��gicas

P��s-gradua����o em Educa����o para a Ci��ncia - FC

Cursos de licenciatura na ��rea de ci��ncias: a tem��tica inclus��o escolar de alunos com necessidades educacionais especiais

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O est��gio supervisionado da educa����o infantil no curso de Pedagogia da FCT/UNESP: a pr��xis na vis��o dos alunos

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)