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Dissertations / Theses on the topic 'Physics Teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kapucu, Serkan. "Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614422/index.pdf.

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The purpose of this study was to investigate four in-service physics teachers&rsquo<br>beliefs related to Turkish High School Physics Curriculum (THSPC) and to what extent these beliefs are reflected in their instructional practices. Data were collected through interviews, classroom observations and an open-ended questionnaire. Teachers&rsquo<br>responses to interview questions showed that they believed that teaching physics according to the THSPC helped students use their skills, become interested in physics lessons, relate physics to their daily life and have a permanent knowledge. Besides,

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2

Winrich, Charles. "Physics teacher use of the history of science." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11087.

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Thesis (Ed.D.)--Boston University<br>The School of Education and the Department of Physics at Boston University offer a sequence of 10 two-credit professional development courses through the Improving the Teaching of Physics (ITOP) project. The ITOP courses combine physics content, readings from the physics education research (PER) literature, and the conceptual history of physics (CHOP). ITOP participants self-report changes to their teaching practices as a result of their participation in ITOP. The purpose of this study was to verify and characterize those changes in the specific area of the

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3

Korur, Fikret. "Multiple Case Study On How Physics Teachers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609650/index.pdf.

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This study was aimed to explore the interaction between effective physics teacher characteristics, from teachers&rsquo<br>and students&rsquo<br>shared perceptions and students&rsquo<br>motivation. The thesis included two main parts. The first part was quantitative and the characteristics were identified. The second part was qualitative and the characteristics were used as criteria to select two case teachers and the interaction between their characteristics and students&rsquo<br>motivation was investigated. The questionnaire, in the quantitative part, was administered in 3 regions of Turkey an

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4

Bahcivan, Eralp. "Assessment Of High School Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614413/index.pdf.

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The main purpose of this study is to assess pedagogical content knowledge (PCK) of in-service physics teachers about electricity topic in high school level by developing a paper-and-pencil instrument consisting of open-ended items. The instrument was developed with four different implementations by administration to the 278 in-service physics teachers. An exploratory and confirmatory factor analysis including only PCK items was conducted in validation processes. The relations among teachers&rsquo<br>job satisfaction levels, perceived self-efficacy levels, years of teaching experience and spec

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5

Tam, Mehtap. "Analysis Of Issues Related To Education Of Pre-service Physics Teachers In Turkey." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607743/index.pdf.

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The purpose of this survey is to analyse the issues related to education of pre-service physics teachers in Turkey. After reviewing the related literature, the problems were grouped in three categories<br>(1) Problems occurred before entering Physics Teacher Education Program, (2) Problems occurred during Physics Teacher Education Program, and (3) Problems occurred after graduation from Physics Teacher Education Program. Three questionnaires<br>Pre-service Physics Teacher Questionnaire-1 (PPTQ-1), Pre-service Physics Teacher Questionnaire-2 (PPTQ-2), and Lecturers Questionnaire (LQ) were devel

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6

Cupane, Alberto Felisberto. "Towards a culture-sensitive pedagogy of physics teacher education in Mozambique." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/60.

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The problem that I have found while looking for better ways of teaching physics science is that the curriculum we Mozambicans are using 30 years after independence can be hardly distinguished from the colonial curriculum. I generated my research questions based on this problem. I have adopted critical auto/ethnography and related trustworthiness criteria to respond to my research questions. I generated my data by looking from different perspectives at myself as learner, teacher and Mozambican citizen. This research suggests that the actual situation of largely reproducing a colonial science cu

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Kural, Mehmet Hamdi. "Student Perceptions On Their Physics And Mathematics Teachers." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608017/index.pdf.

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The purpose of this study was to investigate the high school students&rsquo<br>perceptions on effectiveness of their physics and mathematics teachers. For this purpose a 71-item questionnaire, with a reliability coefficient of 0.97, was developed and applied to 1237 9th grade students in Ankara. 30 Physics teachers and 33 Mathematics teachers were evaluated by student ratings in 13 regular high schools and 6 Anatolian lycees. As a result, 17 % of physics teachers and 27% of mathematics teachers found to be considered effective by their students. In addition to this, it is found that specific e

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8

Larsson, Johanna. "Becoming a physics teacher : Disciplinary discourses and the development of professional identity." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-397002.

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In this Licentiate thesis I examine the system of physics teacher education. Physics teacher education is important because it is one of the main ways to influence how physics is taught in schools. By extension, physics teacher education has the potential to affect both who chooses to pursue physics as a career and how physics is perceived by Swedish society as a whole. In order to approach this problem, I chose to investigate the professional discourses of Swedish physics teacher educators. I focus on how these discourses potentially afford and constrain trainees’ possibilities of performing

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9

Wessel, Warren Edward. "Knowledge construction in high school physics, a study of student/teacher interaction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq35822.pdf.

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10

Santiboon, Toansakul. "Laboratory learning environments and teacher-student interaction in physics classes in Thailand /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070221.102717.

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11

Santiboon, Toansakul. "Laboratory learning environments and teacher-student interactions in physics classes in Thailand." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/446.

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This study describes students' perceptions of their physics classroom learning environments and their interactions with their teachers in upper secondary school classes in Thailand. Associations between these perceptions and students' attitudes toward physics were also determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI) modified from the original Science Laboratory Environment Inventory (Fraser, McRobbie, & Giddings, 1993). Teacher-student interactions were assessed with the 48-item Questionnaires on Teacher Interacti

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12

Santiboon, Toansakul. "Laboratory learning environments and teacher-student interactions in physics classes in Thailand." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16860.

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This study describes students' perceptions of their physics classroom learning environments and their interactions with their teachers in upper secondary school classes in Thailand. Associations between these perceptions and students' attitudes toward physics were also determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI) modified from the original Science Laboratory Environment Inventory (Fraser, McRobbie, & Giddings, 1993). Teacher-student interactions were assessed with the 48-item Questionnaires on Teacher Interacti

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13

Cetin, Seckin Nihan. "A Survey About The Opinions Of Student Physics Teachers, Supervisors And Mentors On Practice Teaching Course." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606638/index.pdf.

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ABSTRACT A SURVEY ABOUT THE OPINIONS OF STUDENT PHYSICS TEACHERS, SUPERVISORS AND MENTORS ON PRACTICE TEACHING COURSE &Ccedil<br>etin Se&ccedil<br>kin, Nihan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz August 2005, 136 pages The purpose of this survey is to describe the opinions of student physics teachers registered in the Practice Teaching Course, supervisors giving that course for physics education students in the Secondary Science and Maths Education Departments of Education Faculties in Turkey and the mentors of student

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14

Nnanyereugo, Iwuanyanwu Paul. "An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics." University of the Western Cape, 2017. http://hdl.handle.net/11394/6252.

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Philosophiae Doctor - PhD (Education)<br>This study chronicles a teacher training education programme. The findings emerged from the observation of argumentation skills employed by students in a physical science education classroom for pre-service high school teachers. Their task was to use the nature of arguments to solve mathematical problems of mechanics in a physics classroom. Forty first-year students were examined on how they used a dialogical argumentation instructional model (DAIM) based on Toulmin's (1958/2003) Argument Pattern (TAP), Downing's (2007) Analytical Model (DAM) and

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15

Keller, Melanie [Verfasser], Hans E. [Akademischer Betreuer] Fischer, and Knut [Akademischer Betreuer] Neumann. "Teacher Enthusiasm in Physics Instruction / Melanie Keller. Gutachter: Hans E. Fischer ; Knut Neumann." Duisburg, 2011. http://d-nb.info/101542791X/34.

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16

Westlander, Meghan Joanne. "The Issues Framework| Situating Graduate Teaching Assistant-Student Interactions in Physics Problem Solving." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690214.

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<p> Interactive engagement environments are critical to students' conceptual learning gains, and often the instructor is ultimately responsible for the creation of that environment in the classroom. When those instructors are graduate teaching assistants (GTAs), one of the primary ways in which they can promote interactive engagement is through their interactions with students. </p><p> Much of the prior research on physics GTA-student interactions focuses on GTA training programs (e.g. Ezrailson (2004); Smith, Ward, and Rosenshein (1977)) or on GTAs' specific actions and beliefs (e.g. West,

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17

CLARK, DEXTER. "INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.

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18

DeLone, Scott F. McDonald Scott P. "The role of teacher guidance and failure during inquiry based labs in the physics classroom." [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-18/index.html.

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19

Antonellis, Jessica Christel. ""Energy is...Life": Meaning Making Through Dialogue in a Tribal College Physics Course." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306133.

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This research is an exploration of students' meaning making around physical concepts through connections to students' funds of knowledge. This qualitative case study, influenced by Indigenous methodologies, focused on two Native students in a tribal college introductory physics course, exploring the personal, cultural, and philosophical connections that were voiced in dialogic interactions among the students and instructor. The data were collected through audio recordings of class sessions and reflective journaling by the instructor/researcher. Analysis identified dialogues in which meaning ma

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20

Miani, Lorenzo. "Highlighting interdisciplinarity between physics and mathematics in historical papers on special relativity: design of blended activities for pre-service teacher education." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23544/.

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This thesis is framed within the Erasmus+ project titled IDENTITIES, whose aim is to develop interdisciplinary teaching materials for preservice teacher education. In collaboration with the research group in STEM education of Crete, a blended module on special relativity has been developed. The module is based on an analysis of the original texts by Lorentz, Poincaré, Einstein and Minkowski (written between 1904 and 1908), aimed to recognise the interplay between mathematics and physics implemented in the four papers. The analysis has been carried out by applying the 'Boundary Crossi

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21

Garraway, James Windsor. "Perceptions of language teaching in science from student and teacher discourse." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003576.

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The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an intermediate college. The participants were: a language teacher, two physics teachers and a class of twenty physics students - the students were studying in order to enter the Engineering Faculty at the University of Cape Town. The predominant understanding of the teachers was that of a limited interpenetration between the discourse of physics and language teaching. Physics teachers thought that language teachers would experience difficult

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22

Nicol, Marsha Lynn Paulus. "Examining the changing beliefs of a high school physics teacher integrating mathematics through technology : a case study /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244833504.

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23

Nelson, David. "Effect of a Concentrated In-service Elementary Teacher Force and Motion Workshop." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/NelsonDN2006.pdf.

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24

Bender, Kathlyn M. "Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1181076412.

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25

Souza, Carla Alves de. "A identidade de licenciandos em física: em busca de uma caracterização." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-31052012-100949/.

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Um aspecto promissor das pesquisas mais recentes sobre formação docente é a atenção que vem sendo dirigida ao professor. Dentro desse quadro, o presente trabalho tem como especificidade o interesse em investigar a identidade de futuros professores, em um curso de formação inicial. Reconhecemos a caracterização do perfil do licenciando como importante na problemática que envolve o próprio curso, sobretudo pela intenção de contemplar, também, a dimensão sócio-cultural destes alunos. Nesse sentido, buscamos apoio e fundamentação teórica nos estudos de P. Bourdieu e nas pesquisas sobre representaç

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26

Kakai, Lionel Cliff. "Science Teacher Knowledge of Physics Concepts in School-Based Assessment of Practical Work: A Solomon Islands Case Study." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/75057.

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Informed by a theoretical model of phases of school curriculum, science teachers’ knowledge of physics concepts in school-based assessment of practical work in the high schools was explored through a mixed methods case study in Solomon Islands. Although participants have some knowledge and understanding of physics concepts, an integrated pedagogical content knowledge comprising the understanding of scientific concepts, school-based assessment and practical work is necessary to bridge the gaps within the phases of science curriculum.

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Ersoy, Ahmet Fatih. "The Effects Of Calculator Based Laboratories (cbl) On Graphical Interpretation Of Kinematic Concepts In Physics At Metu Teacher Candidates." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12604953/index.pdf.

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Science education should teach students to critically evaluate new information. Students have difficulties making connections among graphs of variables, physical concepts and the real world and often perceive graphs as a picture. Calculator Based Laboratories (CBL) provide immediately available calculator drawn graphics of objects in motion. Up to date effectiveness of microcomputers are evaluated but there are few studies on the use of CBL, which are feasible, easy to use, portable and cheap with respect to microcomputers. In this study we want to find out the effectiveness of CBL method on

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28

Shirey, Katherine Levenick. ""How Do We Make This Happen?" Teacher Challenges and Productive Resources for Integrating Engineering Design into High-School Physics." Thesis, University of Maryland, College Park, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268822.

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<p> Recent attention on social, civil, and environmental problems has caused policy-makers and advisors to advocate for more integrated science, technology, engineering and mathematics (STEM) instruction. Although integrated STEM education promises to prepare U.S. students to tackle the crises of our times and the future (Lander & Gates, 2010), the integration of engineering design into high-school physics may prove difficult for teachers whether or not they’ve been previously trained in engineering design. This dissertation addresses a gap in classroom observation-based research on

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Mendonça, Claudio Pires de [UNESP]. "A formação de professores de física na visão de formandos e recém formados: um estudo na Universidade Federal de Juiz de Fora." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/92362.

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Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-27Bitstream added on 2014-06-13T19:33:10Z : No. of bitstreams: 1 mendonca_cp_me_prud.pdf: 551927 bytes, checksum: 49e30a1262ee6af283ac772a45b72720 (MD5)<br>Esse trabalho, vinculado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” do programa de pós-graduação em educação da Unesp através do mestrado interinstitucional entre UFJF e UNESP - Presidente Prudente, propõe-se a investigar, a partir da identificação de alguns obstáculos e desestímulos enfren

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Barcellos, Marcília Elis. "Conhecimento e currículo: problematizando a licenciatura em física." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-15052013-104838/.

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A formação de professores está presente entre as questões mais atuais da pesquisa em educação e em muitos dos discursos que balizam as políticas públicas. Documentos oficiais, como as diretrizes para a formação de professores da Educação Básica, de 2002, sinalizam necessidades de mudanças na formação inicial, especialmente no que diz respeito à superação de fragmentações. Isso significa, no caso específico da física, que, por exemplo, a formação inicial não pode se reduzir à superposição do aprender física com o aprender a ser professor. Diante desse quadro, buscamos investigar qual é o papel

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Sabino, Aline Ribeiro. "Saberes docentes desenvolvidos na inserção de física moderna no ensino médio: um estudo de caso." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-101848/.

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Desde 1980 discute-se a necessidade de inserir Física Moderna e Contemporânea (FMC) no Ensino Médio. Vários trabalhos mostram sua importância, mas poucos apontam caminhos para isso. Com esse propósito, o Núcleo de Pesquisa em Inovação Curricular (NUPIC) desenvolve desde 2002 pesquisas para compreender os limites e possibilidades da introdução de FMC no Ensino Médio. Estudos indicam a necessidade de incluir o professor na produção da sequência didática inovadora, a fim de que este incorpore a nova metodologia, modificando as suas crenças de autoeficácia e os seus saberes. Nesta perspectiva, est

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Alves, João Amadeus Pereira [UNESP]. "A formação inicial de professores de física e a construção de uma identidade." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/102070.

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Made available in DSpace on 2014-06-11T19:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-31Bitstream added on 2014-06-13T20:02:45Z : No. of bitstreams: 1 alves_jap_dr_bauru.pdf: 1220946 bytes, checksum: 8c3e77939ea267174d01dbbe0132a68d (MD5)<br>O principal objetivo deste trabalho consiste em analisar o processo de construção da identidade de professor e pesquisador em ensino de Física, em uma proposta educacional que vem sendo construída, desenvolvida e estudada na formação inicial de professores deste 1997. A pesquisa consistiu em um estudo de caso, tendo a coleta e análise

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Silva, Marcelo Pereira da. "Os saberes docentes de futuros professores de física num contexto de inovação curricular: o caso da física moderna e contemporânea no ensino médio." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-31052012-103701/.

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O presente trabalho apresenta uma análise dos saberes docentes desenvolvidos por futuros professores de física e algumas razões das dificuldades encontradas para a inserção de tópicos de Física Moderna e Contemporânea no Ensino Médio. A partir das definições dos saberes de Tardif (2002) procuramos identificar quais destes saberes estão sendo desenvolvidos pelos futuros professores e de que maneira a experiência de ensino vivenciada por eles contribuiu para sua formação profissional. A pesquisa é de natureza qualitativa e foi desenvolvida com alunos do último ano do curso de Licenciatura em Ciê

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Biancolin, Mônica Maria. "Desvelando o professor efetivo de física." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-15012015-153651/.

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Esta pesquisa objetiva desvelar o professor efetivo de física da rede pública estadual concebendo-o como um sujeito (autos) em permanente formação. Com essa finalidade elege-se como universo de estudo os professores efetivos de física da rede pública estadual das regiões do Alto Tietê e de Jacareí. Adota-se a abordagem bio-cognitiva da formação de Pascal Galvani e Gaston Pineau. Esta abordagem concebe a formação do professor a partir da sua interação com o meio físico, social e cultural (ecoformação e heteroformação) e da sua ação reflexiva sobre essas interações (autoformação). As interações

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Broderick, Jane Tingle, and D. M. Garrett. "Immersion into Preschool Preparation a High School Physics Teacher Looks at the Creative Development of Young Children Through an Emergent Inquiry Lens." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4204.

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Fernandez, Teresa Sushama. "From the drawing board into schools : an analysis of the development and implementation of a new physics curriculum in New Zealand secondary schools /." The University of Waikato, 2007. http://hdl.handle.net/10289/2551.

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This thesis explored the introduction of a new physics curriculum in New Zealand secondary schools. It was part of a nationwide overhaul of the whole school curriculum from primary to secondary schools, initiated in the early 1990s. The study of curriculum change is inextricably woven with teacher change, as the teacher is seen as central to any real change in curricula in the classroom. Some theories of teacher change are reviewed here and synthesised into a list of criteria relevant to bringing about effective change in teachers and their practices. A sociocultural perspective emerged as bei

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Sorpreso, Thirza Pavan. "Organização de episodios de ensino sobre a "questão nuclear" para o ensino medio : foco no imaginario de licenciados." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252029.

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Orientador: Maria Jose Pereira Monteiro de Almeida<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-10T23:43:24Z (GMT). No. of bitstreams: 1 Sorpreso_ThirzaPavan_M.pdf: 1234399 bytes, checksum: 9fe34abd97b4e1cd973fc90460e435fb (MD5) Previous issue date: 2008<br>Resumo: Neste trabalho procuramos compreender o imaginário de licenciandos em Física a respeito da inclusão da Física Moderna e Contemporânea no ensino médio. Acompanhamos uma turma de licenciandos em Física cursando a disciplina Prática de Ensino de Física e E

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Mendonça, Claudio Pires de. "A formação de professores de física na visão de formandos e recém formados : um estudo na Universidade Federal de Juiz de Fora /." Presidente Prudente : [s.n.], 2011. http://hdl.handle.net/11449/92362.

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Orientador: Cristiano Amaral Garboggini Di Giorgi<br>Banca: Elisabeth Barolli<br>Banca: Paulo Cesar de Almeida Raboni<br>Resumo: Esse trabalho, vinculado à linha de pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores" do programa de pós-graduação em educação da Unesp através do mestrado interinstitucional entre UFJF e UNESP - Presidente Prudente, propõe-se a investigar, a partir da identificação de alguns obstáculos e desestímulos enfrentados por alunos do curso de licenciatura em Física da Universidade Federal de Juiz de Fora (UFJF), por ocasião do estágio no Colégio d

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Bozelli, Fernanda Cátia. "Saberes docentes mobilizados em contextos interativos discursivos de ensino de física envolvendo analogias /." Bauru : [s.n.], 2010. http://hdl.handle.net/11449/102034.

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Orientador: Roberto Nardi<br>Banca: Odete Pacubi Baierl Teixeira<br>Banca: Silvania Sousa do Nascimento<br>Banca: Isabel Martins<br>Banca: Sandra Regina Teodoro Gatti<br>Resumo: Compreender o papel da linguagem na Educação em Ciências tem sido o objeto de investigação de estudos para diversos pesquisadores nos últimos tempos. Além disso, verifica-se, também uma mudança na maneira de compreender o papel da linguagem na educação científica. Ou seja, tem havido um crescente interesse sobre a natureza das interações entre professores e alunos visando à construção de conhecimentos científicos, e so

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Guimarães, Yara Araujo Ferreira. "Identidade curricular na formação inicial de professores de física." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-17122014-120851/.

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Nesta pesquisa investigamos a formação inicial de professores onde discutimos o curso de licenciatura e seu currículo sob a perspectiva das identidades que emergem da interação social entre os agentes envolvidos no processo formativo e os elementos da cultura veiculados no curso. Fundamentamo-nos na Teoria de Currículo e em estudos sobre a Formação de Professores e admitimos que a estrutura de um curso de formação inicial reflete uma identidade que o identifica e o diferencia dos demais. Como proposição central, definimos o conceito de Identidade Curricular (IC) e consideramos que tanto a iden

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Siqueira, Maxwell Roger da Purificação. "Professores de física em contexto de inovação curricular: saberes docentes e superação de obstáculos didáticos no ensino de física moderna e contemporânea." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04102012-133540/.

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Nos últimos anos, vem se tornando evidente a necessidade de reforma curricular, principalmente devido às pressões que a escola tem sofrido. Pressões essas que decorrem, entre os diversos motivos, da insatisfação com o ensino, especialmente relacionado à Ciência, que pouco tem contribuído para a formação do indivíduo, condizente com sua época. Surge, assim, a necessidade de mudança do currículo, principalmente o de Ciências. No entanto, nesse processo, depara-se com algumas dificuldades, principalmente relacionadas à formação de professores, pois, muitas vezes, as crenças e concepções desses pr

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Пасько, Ольга Олександрівна, та Olha Oleksandrivna Pasko. "Місце нанотехнологій в освітній підготовці випускників загальноосвітніх навчальних закладів". СумДПУ імені А. С. Макаренка, 2016. http://repository.sspu.sumy.ua/handle/123456789/1700.

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Охарактеризовано стан викладання у загальноосвітніх навчальних закладах питань, пов’язаних із розвитком наноіндустрії. Запропоновано впровадження у навчальний процес основ нанотехнологій у формі міждисциплінарних курсів.<br>It is found the status of teaching the issues related to the development of nanotechnology in state secondary schools standarts. Is shown the expediency of development and implementation of the learning process based on nanotechnology in the form of interdisciplinary courses.

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Svensson, Tomas. "Smartphone physics – a smart approach to practical work in science education? : Experiences from a Swedish upper secondary school." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152446.

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In the form of teacher didactical design research, this work addresses a didactical issue encountered during physics teaching in a Swedish upper secondary school. A need for renewed practical laboratory work related to Newtonian mechanics is met by proposing and designing an activity based on high- speed photography using the nowadays omnipresent smartphone, thus bringing new technology into the classroom. The activity – video analysis of the collision physics of football kicks – is designed and evaluated by following a didactical design cycle. The work elaborates on how the proposed laborator

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Scarinci, Anne Louise. "Uma proposta para caracterizar a atuação do professor na sala de aula." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-19092008-102255/.

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Este trabalho resulta de uma pesquisa observacional, realizada no período de 2004 a 2005 em São Paulo, junto a um grupo de professores de física em formação continuada. Nossa problemática mais ampla se insere no contexto da formação de professores, e nosso problema inicial se sustentou no reconhecimento do aprendizado incipiente dos professores nos cursos, a contar pelas poucas mudanças resultantes em sua atuação. A primeira observação mais objetiva que deu origem ao problema específico de pesquisa foi o truncamento da seqüência pedagógica do professor, quando ele ensaia mudanças em sua prátic

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Bozelli, Fernanda Cátia [UNESP]. "Saberes docentes mobilizados em contextos interativos discursivos de ensino de física envolvendo analogias." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/102034.

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Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-16Bitstream added on 2014-06-13T19:42:11Z : No. of bitstreams: 1 bozelli_fc_dr_bauru.pdf: 1232729 bytes, checksum: cb50e3f6c750cb47683028091f94a1ae (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Compreender o papel da linguagem na Educação em Ciências tem sido o objeto de investigação de estudos para diversos pesquisadores nos últimos tempos. Além disso, verifica-se, também uma mudança na ma

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Mindedal, Annika. "Texter i NO - finns de? : En studie om textanvändning och textrelaterade samtal i ett fysiktema i skolår 5." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54727.

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This thesis describes a field study in which one teacher and one class in Grade 5, with special focus on four pupils, are observed throughout four lessons of about 80-minutes in Physics. The lessons together deal with a project on Magnetism. The main aim of the thesis is to investigate how the teacher uses texts as a resource when designing and implementing Science lessons (Learning Design Sequences). A further aim is to study what texts are used and produced by both the teacher and the pupils, and how these texts are used. The four lessons were recorded with a video camera and the recordings

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Camargo, Sergio [UNESP]. "Discursos presentes em um processo de reestruturação curricular de um curso de licenciatura em física: o legal, o real, e o possível." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/102019.

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Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-08-10Bitstream added on 2014-06-13T20:22:41Z : No. of bitstreams: 1 camargo_s_dr_bauru.pdf: 1753453 bytes, checksum: 610b52635458267a6ccdb3563862c2ef (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Este estudo trata da formação inicial de professores de Física, tendo como pano de fundo o processo de reestruturação de um projeto político-pedagógico de um curso de licenciatura em Física de uma universidade pública. Discursos de licenciandos, docentes universitá

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Darroz, Luiz Marcelo. "Os impactos do programa institucional de bolsa de iniciação à docência (PIBID/CAPES) na formação do professor de física do Rio Grande do Sul." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/147872.

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Nos últimos anos, o debate sobre a formação de professores tem demonstrado que o magistério se tornou complexo e diversificado, e, nesse contexto, a profissão da docência já não se resume mais na mera transmissão de conhecimento. Por esse motivo, a formação docente assume um papel que transcende o ensino que pretende apenas uma atualização conceitual, pedagógica e didática e se transforma na possibilidade de criar espaços de vivência profissional, de reflexão, de cooperação e de associação permanente entre teoria e prática. Nesse contexto, a pesquisa aqui apresentada visa investigar os impacto

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Silva, Sergio Siqueira da. "Epistemologia e prática do professor licenciado em matemática no Ensino de Física." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-05072018-151459/.

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A matemática possui papel de fundamental importância no ensino e aprendizagem da física, pois é através da linguagem matemática que o pensamento físico é estruturado. No Ensino Médio, esse caráter estruturante da Matemática em relação à Física é pouco explorado, o que torna a abordagem dessa relação superficial, de modo que a Matemática é, em geral, apresentada apenas como instrumento técnico para resolução de exercícios de Física. Essa distorção se deve essencialmente à visão inadequada dos professores sobre essa relação tão complexa. No Brasil é significativo o número de docentes que leciona

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Longhini, Marcos Daniel [UNESP]. "Aprender para ensinar: a reflexão na formação inicial de professores de física." Universidade Estadual Paulista (UNESP), 2001. http://hdl.handle.net/11449/90896.

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Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2001-10-20Bitstream added on 2014-06-13T20:52:34Z : No. of bitstreams: 1 longhini_md_me_bauru.pdf: 1526333 bytes, checksum: 43871818017e7eb766c3dcd8d07f6ef2 (MD5)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Descreve-se aqui uma pesquisa com estudantes cursando a disciplina Prática de Ensino no último ano do Curso de Licenciatura em Física na Universidade Estadual Paulista - UNESP - Câmpus de Bauru, São Paulo. A pesquisa procurou avaliar a transformação de postura destes f

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