Orientador: Maria Jose Pereira Monteiro de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / 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 / 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 Estágio Supervisionado durante o primeiro semestre de 2005, no período diurno, na Faculdade de Educação da Universidade Estadual de Campinas. Dentro da temática Questão Nuclear os licenciandos prepararam episódios de ensino nos quais deveria estar presente uma das seguintes abordagens estudadas pela pesquisa em ensino de ciências: História da Ciência; Ciência, Tecnologia, Sociedade e Ambiente; Resolução de Problemas e Linguagens no Ensino de Ciências. Tendo como referencial teórico a Análise de Discurso, na vertente iniciada na França por Michel Pêcheux, com apoio principalmente em textos publicados no Brasil por Eni Puccinelli Orlandi, procuramos compreender os sentidos atribuídos pelos licenciandos para a inclusão da Física Nuclear no ensino médio. Para tal analisamos seus discursos escritos e falados nas atividades da disciplina. Pensamos o imaginário dos licenciandos como um dos aspectos condicionados pelas mediações possíveis em sala de aula e também condicionantes das mesmas. Observamos que algumas condições de produção se relacionaram com limites apontados pelos licenciandos para tal inclusão, como: vestibular, local de trabalho do professor, dificuldades dos alunos com a matemática, profundidade em que seria trabalhada a Física Nuclear, dentre outras. Observamos também que algumas condições de produção se relacionaram com possibilidades apontadas pelos licenciandos para tal inclusão, como: o ensino de Física hoje é baseado em memorização de fórmulas matemáticas e muitas vezes inclui apenas a cinemática; a Física Nuclear é um assunto muito presente nos meios de comunicação seu estudo seria uma forma de conectar a Física da escola com a vida do estudante, possibilitando que esse compreenda o mundo em que vive de forma crítica; observa-se um grande desinteresse dos estudantes pela Física e a Física Moderna assim como as abordagens anteriormente referidas auxiliariam na motivação dos alunos; dentre outras. Notamos ainda que o trabalho com as abordagens contribuiu significativamente para que os licenciandos pensassem sobre suas próprias concepções de ciência e educação, e também que a preparação de episódios de ensino desenvolvida paralelamente ao estágio proporcionou importantes reflexões para os futuros professores / Abstract: In this dissertation, we are attempting to understand the under-degree physics student¿s imaginary related to the inclusion of Modern and Contemporary Physics in high school. A class of future Physics teachers was monitored during the discipline Practice of Physics Teaching and Supervised Internship in the first half of 2005, at the Education Faculty of the State University of Campinas. Within the thematic Nuclear issue the students prepared episodes of education with one of the following approaches studied by science teaching research: History of Science; Science, Technology, Society and Environment; Problems Solving and Languages in Science Education. Taking as theoretical reference the Analysis of Speech, initiated in France by Michael Pecheux, with support in texts published in Brazil by Eni Puccinelli Orlandi, we are trying to understand the meanings assigned by future Physics teachers for the inclusion of Nuclear Physics in high school. We analyzed their speeches and writings in disciplines activities. The different ways of using episodes of education in a class room conditions the future Physics teacher¿s imaginary, and the other way around. We noticed that some conditions of productions are related with limits highlighted by future Physics teachers: selection process when applying to a university, teacher¿s workplace, student¿s difficulties with Math, among others. We also noticed that some conditions of production is related with possibilities pointed by future Physics teachers: Physics teaching is based on mathematical memorization and often includes only Kinematics; Nuclear Physics is very present in the media communication, it¿s application in school could be a way to connect school physics and students life, allowing critical understanding of the world. Many students don¿t like school Physics or Modern Physics, and in that manner the approaches previously referred could help the motivation of this students, among others. We noted that the work with the approaches contributed significantly to the future Physics teacher¿s to think on their on ways of conception of science and education, and also that the preparation of the episodes of education developed simultaneously in the internship provided important reflections on future teachers / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-11-07T11:02:51Z No. of bitstreams: 1 morgammajustenbaptista.pdf: 4073984 bytes, checksum: 6c4678d69114fc8e747aa9d6caaf78b1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-11-09T14:36:36Z (GMT) No. of bitstreams: 1 morgammajustenbaptista.pdf: 4073984 bytes, checksum: 6c4678d69114fc8e747aa9d6caaf78b1 (MD5) / Made available in DSpace on 2017-11-09T14:36:36Z (GMT). No. of bitstreams: 1 morgammajustenbaptista.pdf: 4073984 bytes, checksum: 6c4678d69114fc8e747aa9d6caaf78b1 (MD5) Previous issue date: 2017-08-07 / O presente trabalho traz como temática o estudo do tempo, uma importante grandeza física, cujo significado, familiar a todos, pode adquirir um caráter peculiar no contexto da ciência moderna. Historicamente, as civilizações encontraram na medida precisa do tempo uma ponte para o desenvolvimento, e seus primeiros estudos em Astronomia eram destinados a esse propósito. Por essa razão, desenvolve-se, na primeira parte do trabalho, o significado do tempo sob o enfoque do movimento dos astros, associando-o aos ciclos astronômicos em suas contagens, de curto e longo prazo. O produto pedagógico aqui desenvolvido se organiza em forma de uma unidade de ensino potencialmente significativa, uma sequência didática que intenta auxiliar o professor que deseja apresentar assuntos de astronomia e/ou relatividade aos seus alunos. Trata-se de uma sequência didática que pode ser trabalhada em duas partes, abordando essas duas áreas da física, e que conta com atividades práticas e teóricas para serem aplicadas. A primeira parte intenta construir um modelo simplificado de Universo utilizando conceitos de Astronomia, mas mantendo como temática central a medida do tempo. A segunda parte do trabalho traz à tona a problemática da invariância na velocidade da luz, elucidando o conceito relativo que a simultaneidade adquire segundo a teoria da relatividade. No tecido espaço-tempo, o ritmo do tempo não mais obedece a uma única batida, mas irá fluir de acordo com a curvatura desse espaço. Com base no tema, o produto educacional foi desenvolvido e aplicado em sala de aula, a fim testar sua potencialidade significativa. Os resultados dessa aplicação estão expostos neste trabalho. O objetivo deste material pedagógico é auxiliar o trabalho do professor que deseje levar tais assuntos para a sala de aula. / The present work brings as a theme the study of time, an important physical quantity, whose meaning, familiar to all, can turn very peculiar in the context of modern science. Historically, civilizations have found a bridge to development in the precise measure of time, and their early studies in astronomy were intended for this purpose. For this reason, in the first part of this text, the meaning of time is developed under the focus of the movement of the celestial bodies, associating it with the astronomical cycles in their short and long term counts. We have developed here a pedagogical product wich is organized in as a didactic sequence. That sequence attempts to assist teachers who wish to present astronomy and / or relativity issues to his students. The sequence can be worked, then, in two parts, and both areas of physics has practical and theoretical activities to be applied. The first part tries to construct a simplified model of universe using concepts of astronomy, but maintaining as central theme the measurement of the time. The second part of the work brings to light the problem of invariance in the speed of light, elucidating the relative concept that simultaneity acquires according to the theory of relativity. In the space-time, the rhythm of time no longer obeys a single beat, but will flow according to the curvature of that space. Based on the theme, the educational product we developed was applied in the classroom in order to test its significant potentiality. The results of this application are exposed in this work. The purpose of this teaching material is to assist the work of the teacher who wishes to bring such subjects into the classroom.

Orientador: Maria José Pereira Monteiro de Almeida / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T01:47:47Z (GMT). No. of bitstreams: 1 Silva_LeandroLonderoda_D.pdf: 5978633 bytes, checksum: 7c5472c58a56b4a1db3e11ba854fbe1c (MD5) Previous issue date: 2013 / Resumo: Partimos do pressuposto que, quando imagens são incluídas em textos, na leitura desses a produção de sentidos está associada ao funcionamento das imagens que os constituem. A partir da constatação básica de que imagens têm estado presentes e são relevantes em textos escritos, esta pesquisa objetivou: analisar como imagens participam das interpretações de licenciandos em física quando esses leem textos de divulgação científica sobre relatividade restrita; compreender como estudantes de licenciatura em física interpretam a teoria da relatividade restrita em textos de divulgação científica de autores cientistas. Para tanto, desenvolvemos uma pesquisa numa disciplina da Licenciatura em Física. Promovemos, sob determinadas condições de produção, a leitura por um conjunto de alunos em formação inicial de textos relacionados aos objetivos da pesquisa. O principal apoio teórico foi a análise do discurso iniciada na França por Michel Pêcheux. Como instrumentos para a coleta e registro das informações utilizamos: questionário; entrevista semiestruturada; respostas a questões formuladas durante as aulas; produções textuais dos estudantes e a vídeo gravação das aulas. Em nosso estudo, as imagens desempenharam um papel fundamental na produção de sentidos. Elas não foram vistas, em geral, como simples ilustrações, ou seja, não foram ocorrências sem importância, mostradas acidentalmente e utilizadas para atrair e agradar o leitor. Os resultados que obtivemos permitem afirmar que, os sentidos produzidos para imagens comumente utilizadas nas produções textuais sobre a relatividade restrita são distintos para diferentes leitores/observadores. Elas envolvem relações históricas, sociais e pedagógicas também distintas entre produtores e leitores/observadores, e possivelmente os autores, ao priorizarem determinadas imagens, consideram que os leitores estão familiarizados com elas. Admitem que sua presença nos textos de relatividade é motivo de ligação entre o mundo em que o leitor vive e o contexto histórico no qual a relatividade surgiu e que estão tentando apresentar. Por outro lado, a crença na transparência das imagens, por parte dos estudantes, faz com que elas sejam facilmente manipuladas e acabem sendo consumidas na leitura e na sala de aula. As relações que eles estabeleceram entre as imagens e os sentidos produzidos podem ser organizadas nos seguintes modos de funcionamento: a) as imagens motivam a aprendizagem; b) a imagem é um ponto de partida para a discussão de um determinado conceito/assunto; c) a imagem cumpre a função explicativa, ela dá suporte para as explicações textuais; d) a imagens funcionam como apoio nas atividades de ensino; e) as imagens auxiliam na construção de modelos mentais dos leitores, e por vezes ajudam a evitar ou reduzir más interpretações. Em geral, os estudantes estavam familiarizados com algumas delas. Por outro lado, acostumados a observá-las sem reflexão, eles acabavam esquecendo que por trás dessas imagens estava um produtor/autor e um contexto histórico. Consideramos que a recorrência constante de imagens como as de trens, réguas, relógios, plataformas e gêmeos, em textos de relatividade restrita, alerta para a necessidade de aprendermos a decodificar essas imagens / Abstract: We assume the idea that, when pictures are inserted into texts, the meaning production from the reading of these is associated to the function developed by the pictures that compose them. From the basic evidence that images have been present in written texts and are relevant to them, this research aimed: to analyze how pictures take part into Physics preteachers understanding when they read scientific dissemination texts on restrict relativity; to comprehend how Physics pre-teachers understand the restrict relativity theory in scientific dissemination texts written by scientists authors. For that, we carried out a research in a discipline from a teacher education course in Physics. We promoted, under certain production conditions, the reading by a group of students in education course of texts related to the purposes of this research. The main theoretical framework was the discourse analysis initiated in France by Michel Pêcheux. As instruments to collect and record information, we employed: questionnaire; semi-structured interviews; answers to questions formulated into the classes; text production from students; and the video recording of the classes. In our study, the pictures developed an essential role in the meanings production. They were not considered, in general, as simple illustrations, it means, they were not occurrences without importance, showed accidentally and utilized in order to attract and please the reader. The results obtained allow declaring that, the meanings produced from the pictures commonly used in text productions upon restrict relativity are distinct to different readers/observers. They involve historic, social and pedagogical relations also distinct between producers and readers/observes, and possibly the authors, when prioritize determined pictures, they consider that the readers are acquainted with them. They admit that pictures presence in texts on relativity is reason for the link between the reader world and the historical context in which the relativity arose and they are trying to provide. On one hand, the belief in pictures transparency, by the students, makes them easily be manipulated and employed in the reading and into the classroom. The relations they established between pictures and produced meanings can be organized into the following ways of functioning: a) the pictures motivate the learning; b) the picture is a starting point to discuss a determined concept/subject; c) the picture develops an explanatory function, it gives support to text explanations; d) the pictures functioning as a support in the teaching activities; e) the pictures help the readers to build cognitive models, and sometimes, help to avoid or minimize misunderstandings. In general, the students were acquainted with some of them. On the other hand, used to observe them without reflect, the student forgot that behind these pictures be a producer/author and a historical context. We considered that the constant recurrence of pictures as the train, rulers, clocks, platforms and twins, in texts on restrict relativity, raising the awareness of the need for learning to decode these pictures / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

This diploma thesis is focused on the support of educational leisure time organizations, which deal with science education, but not in the first place. Within the diploma thesis a literature search for non-formal science education was conducted and seven activities with supporting materials for the purpose to educate the participants of these activities as well as the organizers of them were created. The activities were prepared in such way to respect the fact that their organizer did not typically study science at university. The supporting materials should facilitate the preparation, carrying out and evaluation of the activity. All activities were verified in practice at meetings of the leisure time organization Junák - český skaut, z. s. The purpose of this verification was to find out whether and how the activities could be used in practice. Structured interviews with organizers and observation wre used to receive feedback. The final form of the supporting materials of particular activities is presented in the diploma thesis.

Doctor of Philosophy / Department of Physics / Nobel S. Rebello / Many introductory calculus-based physics students have difficulties when solving physics problems involving calculus. This study investigates students’ retention and transfer from calculus to physics. While retention is the ability to recall your knowledge at a later point in time, transfer of learning is defined as the ability to apply what one has learned in one situation to a different situation. In this dissertation we propose a theoretical framework to assess students’ transfer of learning in the context of problem solving. We define two kinds of transfer – horizontal transfer and vertical transfer. Horizontal transfer involves applying previously learned ideas in a problem. Vertical transfer involves constructing new ideas to solve the problem. Students need to employ both horizontal and vertical transfer when they solve any problem. This framework evolves through this research and provides a lens that enables us to examine horizontal and vertical transfer. Additionally, this proposed framework offers researchers a vocabulary to describe and assess transfer of learning in any problem solving context. We use a combination of qualitative and quantitative methods to examine transfer in the context of problem solving. The participants in this study were students enrolled in a second-semester physics course taken by future engineers and physicists, calculus instructors and physics instructors. A total of 416 students’ exam sheets were collected and reviewed. Statistical methods were used to analyze the quantitative data. A total of 28 students and nine instructors were interviewed. The video and audio recordings were transcribed and analyzed in light of the aforementioned theoretical framework. A major finding from this study is that a majority of students possess the requisite calculus skills, yet have several difficulties in applying them in the context of physics. These difficulties included: deciding the appropriate variable and limits of integration; not being clear about the criteria to determine whether calculus is applicable in a given physics problem, and others. This study also provides a detailed understanding of students’ difficulties in terms of our theoretical framework. Instructional strategies are suggested at the end to facilitate the transfer from calculus to physics.

Doctor of Philosophy / Department of Physics / Eleanor C. Sayre / In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I will lay out a new theoretical framework based in epistemic framing that separates the problem solving space into four frames divided along two axes. The first axis models students' framing in math and physics, expanded through the second axis of conceptual problem solving and algorithmic problem solving. I use this framework to show how students navigate problem solving. Lastly, I will use this developed framework to interpret existing difficulties in quantum mechanics.

In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consisted of a computer-mediated collaborative problem-solving (CMCPS) component and a teacher-led prescriptive tutoring (PT) component. The CMCPS portion of the intervention required the students to follow basic 'ground rules' for computer-mediated problem-solving of physics questions with other students, while the PT portion saw the teacher prescriptively addressing students' misconceptions, misunderstandings, and other problem-solving difficulties as captured by the discussion logs during the CMCPS session. The intervention was evaluated in two stages. First, a small-scale (pilot) study which utilised a control group (CG)/alternate intervention group (AG)/experimental group (XG) with pre- and post-test research design was conducted in order to evaluate whether the intervention was effective in promoting improved learning outcomes of a small group of students. Given the success of the pilot study, a main study involving the entire class of students was conducted. This main study was evaluated by comparing the cohort's actual GCE 'O' level physics results with their expected grades (as given by the Singapore Ministry of Education based on the students' primary school's results). Also, the students' 'O' level physics results were compared with the average physics results obtained by previous cohorts. The quantitative data indicated that the intervention for physics revision appears to be effective in helping the entire class of students revise physics concepts, resulting in improved test scores, while the qualitative data indicated that the students' interest in physics had increased over time. The physics teacher also reflected that the intervention had provided her with much deeper insights into her students' mental models.

Currently, Information and Communication Technology (ICT) is available to almosteveryone. In the last few decades its impact has widely expanded in all fieldsincluding the educational one. There are important attitudinal factors affecting theusage of learning technology successfully. Information system researchers haveidentified the importance of personal factors, such as attitudes, beliefs, culture andbehaviours in technology acceptance (Davis, Bagozzi, & Warshaw, 1992). Previousresearch has analysed these factors in the acceptance of educational technology inhigher education (Liu, Liao, & Pratt, 2009), (Teo, 2009), (Terzis & Economides, 2011),(Cheung & Vogel, 2013). However, the factors playing a role in a mathematicalcontext have not been fully analysed. This research explores the role of several attitudinal factors in the acceptance ofeducational technology for the assessment process in mathematics in a highereducation setting. We examine the effects of formative on-line feedback on theadoption of educational technology by analysing both teachers' and students'opinions regarding enriched formative on-line assessment for mathematics. Ourresults suggest that UK students find on-line feedback is more enjoyable and usefulthan traditional feedback. Attitude and enjoyment are two important factorsinfluencing usage intentions. Results also show that two influential factors to facilitateusing the on-line testing environment are that feeling confident about computers andthe availability of information technology services. In Mexico, findings reveal thatstudents' attitude has the strongest influence on usage intentions which means thattheir feelings and opinions are important. They also think that on-line feedback ismore enjoyable than face-to-face feedback. Students who are proficient in on-linetesting are more likely to find it easy to use. Students also agree that when an on-lineenvironment is easy to use, it is also more likely that they consider it as useful andenjoyable. Taking into account these results can be the best way to design amathematics e-assessment activity for UK and Mexican students. UK instructors agreethat on-line assessments are useful tools to enrich instructional strategies. Teachersin Mexico have a similar opinion. Both results show that they really value providingon-line feedback.

The thesis introduces many examples of outreach activities, primarily from the Czech Republic and other European countries. Various possibilities of measure- ments of factors of their effectivity are discussed in the thesis. The used methods were: literature review, conceptual assessment tests - pre- and post-tests (CCI, PPCI), questionnaires (IMI), data analyses of participants of activities, semi-structured interviews (for validation of concept inventories), and the work also has a glimpse of ethnography because the author has organised outreach activities for ten years. The individual chapters of the work are dedicated to: the overview of outreach activities, research methods, translation of the Calculus Concept Inventory (CCI) into Czech, the first steps for developments of the Particle Physics Concept Inven- tory (PPCI), loyalty of participants of competitions, and description of various metrics which can be used for statistical evaluation of events. 1

Aufbauend auf einer Darstellung des Forschungsstandes des Themas Fachsprache im Physikunterricht werden Lehrbuchtexte auf ihre Verwendung von Fachsprache und Alltagssprache analysiert. Neben dem sprachwissenschaftlichen Blick auf die Fachsprache als Varietät, die den besonderen Anforderungen der Wissenschaftskommunikation genügen muss, und ihren daraus resultierenden Eigenschaften und Merkmalen in Syntax und Lexik, wird der Wortschatz der Elektrizitätslehre etymologisch mit Blick auf mögliche Lernschwierigkeiten präsentiert und es wird der physikdidaktische Diskurs zur Stellung der Fachsprache im Unterricht wiedergegeben. Die Analyse beinhaltet quantitative Auswertungen der Texte hinsichtlich bestimmter fachsprachlicher Merkmale und eine Beurteilung der Verständlichkeit der Texte im Rahmen des Hamburger Verständlichkeitsmodells.:1. Physikunterricht und Sprache? 1 2. Die physikalische Fachsprache 4 2.1 Fachsprache und Alltagssprache 4 2.2 Fachsprachen als Varietäten 7 2.3 Vertikale Schichtung von Fachsprachen 9 2.4 Eigenschaften von Fachsprachen 10 2.5 Merkmale von Fachsprachen 13 2.6 Physikalische Fachsprache 17 3. Fachsprache im Physikunterricht 22 3.1 Sprachformen im Physikunterricht nach Josef Leisen 23 3.2 Fachsprache im Lernprozess 25 3.3 Fachsprache als Lernziel 27 4. Analyse wesentlicher Fachtermini der Elektrizitätslehre mit Blick auf mögliche Lernschwierigkeiten 30 4.1 Elektrische Stromstärke 30 4.2 Elektrische Spannung 33 4.3 Elektrischer Widerstand 37 4.4 Sonstige Begriffe 37 5. Kriterien für die Analyse der Lehrbuchtexte 39 5.1 Lexik 39 5.2 Syntax 40 5.3 Das Hamburger Verständlichkeitsmodell 41 6. Analyse der Lehrbuchtexte 44 6.1 Grundsätzlicher Aufbau der Lehrwerke 44 6.2 Lehrbuchtexte Klasse 6: Elektrische Stromkreise 46 6.3 Lehrbuchtexte Klasse 7 64 6.4 Lehrbuchtexte Klasse 8 78 7. Abschlussdiskussion 94 7.1 Zusammenfassender Vergleich der Lehrbücher 94 7.2 Theorie und Praxis 99 Anhang