Alessandro Costa da Silva
REFERENCE: SILVA, Alessandro Costa da. UM ESTUDO DAS JUSTIFICATIVAS, SIGNIFICADOS E SENTIDOS DO ENSINO DE FÍSICA NA VOZ DOS PROFESSORES DE FÍSICA. 2016. 1-82 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2016.
AUTHOR: Alessandro Costa da Silva
TITLE: A STUDY OF THE JUSTIFICATIONS, MEANINGS AND PHYSICS TEACHING MEANINGS IN THE VOICE OF PHYSICAL TEACHERS (UM ESTUDO DAS JUSTIFICATIVAS, SIGNIFICADOS E SENTIDOS DO ENSINO DE FÍSICA NA VOZ DOS PROFESSORES DE FÍSICA)
ADVISOR: Prof. Dr. Frederico Augusto Toti
CONCENTRATION AREA: Education
RESEARCH LINE: Culture, Teaching and Learning Processes
DEFENSE DATE: 05/2016
ABSTRACT:
From the Historical-Cultural Activity Theory, we present an analysis of the motivations and goals for science education. The research had as its main axis the search for understanding about the level of consciousness that physics teachers maintain in the development of their teaching activity in Physics Teaching. Data were collected at three different times, I- Justifications and Goals for the historically constructed Scientific Education, found in the specialized literature; II- Online questionnaire applied to physics teachers; III- Discussion group held with physics teachers. We sought to analyze the data from the Historical Cultural Activity Theory, since this theory contributes to unveil the individual relationship with social activity and the way it appropriates culture. As an initial result, we list four categories that historically justify the purpose of Science Education: i) Humanists: aimed at situating subjects in a technical-scientific universe and decoding it, ii) Social: using scientific knowledge in order to improve the general conditions of life. iii) Economic: Science Education is necessary to ensure citizen participation in production in the industrialized world. iv) Policies: Science Education contributes to citizens so that they can act critically in decision-making and debate on socially relevant issues involving science and technology. Such justifications, once obtained from the specialized literature of the area, assures us socially constructed meanings for science teaching, making it possible to compare them with what motivates Physical teachers in the development of their teaching activity. The analyzes allow us to understand a little more about how teachers internalize the social importance of their teaching activity. At first, we realized most teachers find it difficult to justify their students about the need to teach their subject, or even, in some cases, the teacher assumes that there is no need for such an explanation to the young person. If this state of general misunderstanding remains, on one hand, teachers who have difficulty convincing young people to learn physics and on the other hand those who do not understand the need to study physics, there is a risk of demotivation in the face of science learning. This work brings elements for teacher training, in order to better prepare teachers to justify their students the need to learn science.
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