Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-09-06T18:50:23Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTACAO FABIANO.pdf: 2044410 bytes, checksum: 2ec958dba6d2bb7bbf465dd3233e2530 (MD5) produto MNPEF - Fabiano - professor.pdf: 861178 bytes, checksum: 0436e722a0896e5ddf5c279878e9e201 (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-09-27T21:20:56Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTACAO FABIANO.pdf: 2044410 bytes, checksum: 2ec958dba6d2bb7bbf465dd3233e2530 (MD5) produto MNPEF - Fabiano - professor.pdf: 861178 bytes, checksum: 0436e722a0896e5ddf5c279878e9e201 (MD5) / Made available in DSpace on 2017-09-27T21:20:56Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTACAO FABIANO.pdf: 2044410 bytes, checksum: 2ec958dba6d2bb7bbf465dd3233e2530 (MD5) produto MNPEF - Fabiano - professor.pdf: 861178 bytes, checksum: 0436e722a0896e5ddf5c279878e9e201 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda, RJ. / Com o objetivo de criar um ambiente que propicie uma discussão filosófica incipiente dos conceitos físicos que são apresentados aos aprendizes da Educação Básica, abordaremos algumas correntes filosóficas que estão presentes nesses conceitos de uma forma geral, e em particular, no desenvolvimento das Leis de Ohm da eletricidade. Nosso trabalho baseia-se em uma discussão sobre a construção e o constante refinamento, ao longo dos anos, de duas formas de fazer ciência, isto é, a vertente do Empirismo, que tem como representante inicial, o Filósofo grego Aristóteles e em oposição ideológica aos ensinamentos do também Filósofo grego Platão que defendia o Racionalismo. Pretendemos, portanto, estabelecer um diálogo diante dessas duas formas de interpretar a natureza e reforçar para os alunos que, ao longo do tempo, esse diálogo entre diversas interpretações científicas não cessa, e o que existe é um contínuo refinamento das propostas de se explicar o mundo ao longo da História da humanidade. Destacaremos a proposta de Immanuel Kant que apresenta para o mundo uma visão singular de como fazer ciência, e sugere através de suas obras, entre outras coisas, a fusão entre o Racionalismo continental (René Descartes) e o Empirismo Britânico (Francis Bacon). Na sequência, pretendemos construir um entendimento mais amplo sobre a obra do Físico Alemão George Simon Ohm, que se notabilizou através das leis que recebem seu nome e são de grande importância dentro do ensino de física. / In order to create an environment that fosters an incipient philosophical discussion of the physical concepts that are presented to learners of Basic Education will discuss some philosophical currents that are present these concepts in general, and particularly in the development of Ohm's electricity Laws . Our work is based on a discussion of the construction and the constant refinement over the years, of two ways of doing science, that is, the side of empiricism, whose initial representative, the Greek philosopher Aristotle and ideological opposition the teachings of the Greek philosopher Plato also argued that Rationalism. We intend, therefore, to establish a dialogue on these two ways of interpreting the nature and reinforce for students who, over time, this dialogue between different scientific interpretations does not cease, and that there is a continuous refinement of proposals to explain world throughout human history. We highlight the proposal of Immanuel Kant presenting to the world a unique view of how to do science, and suggests through his works, among other things, the merger between Continental Rationalism (René Descartes) and the British Empiricism (Francis Bacon). Further, we plan to build a broader understanding of the work of the German physicist Georg Ohm, who distinguished himself through laws that are named and are of great importance in the physics teaching.

Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-09-06T19:13:58Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Fernando José Barros Nascimento DISSERTAÇÃO COMPLETA JUN 2017.pdf: 2230136 bytes, checksum: f95ac6be75d33763d197cd367794f8b4 (MD5) Fernando José Barros Nascimento PRUDUTO CONCLUIDO 24-06.pdf: 810691 bytes, checksum: 96c612c8bb3249e690349f8cfc02adbf (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-09-27T22:48:03Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Fernando José Barros Nascimento DISSERTAÇÃO COMPLETA JUN 2017.pdf: 2230136 bytes, checksum: f95ac6be75d33763d197cd367794f8b4 (MD5) Fernando José Barros Nascimento PRUDUTO CONCLUIDO 24-06.pdf: 810691 bytes, checksum: 96c612c8bb3249e690349f8cfc02adbf (MD5) / Made available in DSpace on 2017-09-27T22:48:03Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Fernando José Barros Nascimento DISSERTAÇÃO COMPLETA JUN 2017.pdf: 2230136 bytes, checksum: f95ac6be75d33763d197cd367794f8b4 (MD5) Fernando José Barros Nascimento PRUDUTO CONCLUIDO 24-06.pdf: 810691 bytes, checksum: 96c612c8bb3249e690349f8cfc02adbf (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda, RJ / O ensino de Física utilizando-se apenas a lousa, algumas exemplificações abstratas e matematizações como fundamento se revela inócuo para a modalidade de Ensino de Jovens e Adultos como o EJA e PROEJA, especialmente a eletricidade básica, o Magnetismo e Eletromagnetismo, em que, muito embora sejam interessantes na produção de conhecimento que vise ao entendimento sobre a geração de energia elétrica, tema importante em nossa sociedade atual, pouca ou nenhuma oportunidade é dada ao professor e ao aluno, no sentido de poderem desenvolver esses três temas de forma interligada, concisa e pragmática. Assim, motivar o aluno com o saber fazer, com resultados mais objetivos, ajudando-os na manipulação das práticas com a orientação do professor e o uso de vídeos livremente disponíveis ou editados dos aplicativos mais usuais para o ensino de Física, contribui para aprendizagem mais significativa, permitindo o pleno desenvolvimento das capacidades do alunado. As matérias aqui propostas de forma geral não são ensinados pelos professores na modalidade de ensino referida, até mesmo para os discentes cuja idade e série seguem os padrões considerados regulares ou próprios, o que torna as atividades aqui elaboradas de extrema importância para o ensino de Física no século XXI. / Teaching Physics using only the board, some abstract exemplification and too much mathematics the foundation reveals innocuous to the form of Youth and Adult Education as the EJA and PROEJA, especially the basic electricity, magnetism and electromagnetism, which even though they are interesting in the production of knowledge aimed at the understanding of the generation of electricity, a major issue in our society today, little or no opportunity is given to the teacher and student, in order to be able to develop these three themes interconnected, concise and pragmatic way. So Motivating students with the know-how, more objective results, helping them handling practices with the teacher's guidance and the use freely available videos or of even edited videos of the most common applications for teaching physics, contributes to more meaningful learning allowing the full development of the student body's capabilities. The materials proposed here generally are not taught by teachers in that type of education, even for students whose age series follow the standards considered regular or own, which makes the activities here developed extremely important for teaching physics at XXI century.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-04-25T14:24:44Z No. of bitstreams: 1 PDF - Rodrigo Raposo da Silva.pdf: 3972414 bytes, checksum: 6dfd6738b76f73801c0d1df1e110040d (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:29:27Z (GMT) No. of bitstreams: 1 PDF - Rodrigo Raposo da Silva.pdf: 3972414 bytes, checksum: 6dfd6738b76f73801c0d1df1e110040d (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:29:41Z (GMT) No. of bitstreams: 1 PDF - Rodrigo Raposo da Silva.pdf: 3972414 bytes, checksum: 6dfd6738b76f73801c0d1df1e110040d (MD5) / Made available in DSpace on 2016-07-22T20:29:41Z (GMT). No. of bitstreams: 1 PDF - Rodrigo Raposo da Silva.pdf: 3972414 bytes, checksum: 6dfd6738b76f73801c0d1df1e110040d (MD5) Previous issue date: 2015-06-15 / This work is a research project on Environmental Education which was carried out during the development of physics classes of senior high school, class F, at Escola Estadual Monsenhor Manuel Vieira, during the school year 2013. The work describes the steps of the research project application in senior class, in which students conducted research directed to the study of systems capable of converting solar energy into other forms of energy that had applications, like ovens, solar heaters and solar power panels. The students were supposed to develop such apparatus by utilizing reuse of materials. Such research is justified by the renovation needs of education that seek to make the most significant school knowledge to the student life, including keeping with knowledge from other areas, such as environmental education. Such research is justified by the renovation needs of Physical Education, seeking to make the most significant school knowledge to the student life, including maintaining relationships with knowledge from other areas, in the case of Environmental Education. Among the main actions accomplished in the research project, we have the use and handling of solar mini panels and energy meters, the development of solar equipment with recycled materials and model building with solar panels. With the implementation of this work routine, we inquired from qualitative data collected through a questionnaire. With the application with project work routine, the class of 3rd year F, we tried to investigate from qualitative data gathered from the application of a questionnaire that class, information that give subsidy for the construction of a didactic proposal for the Physics Teaching in a CTSA approach. As product research, it has produced a didactic proposal, whose subject is the Solar Energy, addressed by building mini-projects. / O referido trabalho trata-se, de uma pesquisa envolvendo a Educação Ambiental, em uma abordagem CTSA para o Ensino de Física, realizada durante as aulas de Física do 3º ano F da Escola Estadual Monsenhor Manuel Vieira, no ano letivo de 2013. O trabalho descreve as etapas de produção de um projeto na turma do 3ºF, no qual os alunos realizaram pesquisas, direcionadas para o estudo de sistemas, capazes de converter a energia solar em outras formas de energia e que tivessem aplicações, como fornos, aquecedores solares e painéis solares. Foi proposto aos alunos, que criassem tais aparelhos, utilizando a reciclagem e os materiais de baixo custo. A referida pesquisa é justifica pelas necessidades de renovação do Ensino de Física, que procuram tornar os conhecimentos escolares mais significativos para a vida do estudante, inclusive mantendo relações com conhecimentos de outras áreas, é o caso da Educação Ambiental. Entre as principais ações do projeto, destacamos o uso e manipulação de pequenos painéis solares e medidores de energia, o desenvolvimento de miniprojetos com materiais reciclados e a construção de uma maquete, simulando uma casa sustentável. Com a aplicação da rotina de trabalho com projetos, na turma do 3º ano F, procurou-se investigar a partir de dados qualitativos colhidos a partir da aplicação de um questionário naquela turma, informações que dessem subsídio para a construção de uma proposta didática para o Ensino de Física em uma abordagem CTSA. Como produto da investigação, foi produzia uma proposta didática, cujo tema é a Energia Solar, abordada através da construção de miniprojetos.

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, esta pesquisa tem como objetivo mapear quais saberes docentes são necessários desenvolver e de que maneira esse desenvolvimento se dá a fim de que docentes implementem FMC no Ensino Médio. Para isso, analisaram-se dois professores do NUPIC na aplicação da sequência didática sobre Dualidade Onda-Partícula com seus alunos da 3ª série do Ensino Médio de escolas públicas da região metropolitana de São Paulo. Através das gravações das aulas e das reuniões de preparação, das transcrições das mesmas e à luz de Tardif (2002), criaram-se categorias e subcategorias que explicitam a ação didática ao longo do curso, a saber: expor, dialogar (problematização genuína e questionamentos), orientar em geral (conteúdo, técnica), orientar individualmente (conteúdo, técnica) e gestionar a classe. A partir delas, investigamos episódios específicos mostrando-nos que o desenvolvimento dos saberes curricular e experiencial são cruciais para que a inovação ocorra. Isto porque professores com saberes curriculares consolidados parecem conseguir lidar com os imprevistos, contornar a pressão dos alunos e modificar a metodologia de trabalho tradicional. Em contrapartida, docentes com saberes curriculares pouco desenvolvidos recorrem ao saber experiencial, moldado em práticas tradicionais, quando os desafios surgem. Outro ponto a considerar é o pouco espaço destinado o desenvolvimento ou o aprimoramento do saber curricular dos professores nas reuniões de preparação. Talvez o professor mediador tenha superestimado o fato dos docentes participarem do NUPIC há alguns anos, pensando que a nova metodologia já estivesse incorporada em suas práticas. Por fim, parece-nos que os saberes docentes são desenvolvidos após a ação, a partir de uma reflexão sobre a sua prática. Isso se justifica pela dificuldade em implementar o discurso inovador da reunião preparatória na sala de aula, como se as várias perturbações o fizessem adormecer, sobressaindo as memórias validadas pela experiência. / Since 1980 it discusses the need to insert Modern and Contemporary Physics (MCP) in High School. Various works show his importance, but few point paths to it. For this purpose, the Center for Research on Curriculum Innovation (NUPIC) develops since 2002 surveys to understand the limits and possibilities of the introduction of MCP in High School. Studies indicate the need to include the professor in the production of innovative didactic sequence, in order that this incorporates new methodology, modifying their self-efficacy beliefs and their knowledge. From this point of view, this research aims to map what teachers\' knowledge are required to develop and how this development occurs in order that teachers implement MCP in high school. For this, two teachers were analyzed in the application of didactic sequence NUPIC about Wave-Particle Duality with their third grade pupils of the High School public schools in the metropolitan region of São Paulo. Through the recordings of lectures and meetings, preparation of transcripts and birth of Tardif (2002), categories and subcategories have been created that make explicit the didactic action throughout the course, namely: expose, engage (genuine questioning and questioning), orient in general (content, technical), orient individually (content, technical) and manage the class. From them, we investigate specific episodes showing us that the development of curricular and experiential knowledge are crucial for innovation to occur. This is because teachers with curricular consolidated knowledge seem to be able to handle the unexpected, circumventing the students\' pressure and modify the methodology of traditional work. On the other hand, teachers with curricular knowledge underdeveloped resort to know molded traditional practices, experiential, when challenges arise. Another point to consider is the little space for the development or improvement of knowledge teachers\' curriculum preparation meetings. Maybe professor mediator overestimated the fact of teachers participate in the NUPIC for some years now, thinking that the new methodology was already incorporated in their practices. Finally, it seems to us that the teachers are developed after the action, from a reflection on their practice. This is justified by the difficulty in implementing innovative speech of the preparatory meeting in the classroom, as if the various disturbances they did sleep, standing out the memories validated by experience.

O objetivo da presente tese é realizar uma abordagem acerca da realidade das entidades científicas no contexto da formação de professores de física. A literatura em ensino de ciências destaca a importância do entendimento de aspectos da natureza da ciência por professores. Dentre esses aspectos, exploramos a questão da realidade das entidades inobserváveis descritas pelas teorias científicas, tratando sobretudo de critérios utilizados para a caracterização dessa realidade por licenciandos, bem como possíveis influências na constituição desses critérios. Consideramos que um professor de física, durante sua atuação profissional, precisará lidar com a questão da realidade de entidades não acessíveis aos sentidos, tendo talvez de explicar em que se baseia uma proposição sobre sua existência. No desenvolvimento do presente trabalho, trouxemos alguns elementos de uma discussão que se dá no âmbito filosófico a respeito do realismo científico e também abordamos formulações teóricas que tratam da questão da realidade em perspectivas que se referem ao campo cotidiano e ao senso comum. Como referencial mais geral, utilizamos uma abordagem sobre cultura, que aponta para a influência de diversas estruturas culturais nas formas de entendimento do mundo e permite conceber a ciência como uma dessas estruturas. Entre outras coisas, a aprendizagem da ciência envolveria a compreensão de suas formas específicas de atribuir realidade, em contraposição às formas de outras estruturas culturais. Foram desenvolvidos três estudos, com análises fundamentadas em metodologias qualitativas. No primeiro, investigamos critérios usados por licenciandos em física para definir a realidade de entidades da ciência e de entes relacionados a outros domínios; no segundo, analisamos formas pelas quais certas entidades científicas são caracterizadas e tomadas como reais em uma coleção de livros didáticos de física do ensino superior; e, por fim, o terceiro consistiu na construção e utilização de um heurístico, com o objetivo de proporcionar reflexões acerca de questões relacionadas ao conhecimento científico e a elementos de outras estruturas culturais e foram analisadas as entrevistas de quatro estudantes de licenciatura sobre o uso desse instrumento. Os resultados obtidos parecem mostrar que há influência de elementos vindos de fora da ciência nos critérios utilizados por estudantes para a definição da realidade das entidades. Além disso, mostram que esse tema não é comumente trazido à reflexão dos alunos, o que não contribui para a reelaboração dos critérios de realidade já trazidos por eles de outros campos que não o científico. O heurístico utilizado no terceiro estudo serviu para trazer à tona as bases do pensamento dos estudantes e lhes indicar certos elementos para reflexão; existiram diferenças nos tipos de reflexão suscitados pelo instrumento, o que consideramos ser uma espécie de \"contextualização cultural\" na maneira de compreender as questões trazidas por ele. O desenvolvimento dos três estudos nos permitiu compreender alguns aspectos relevantes sobre os modos de entendimento das entidades da ciência e pensar sobre suas formas de tratamento em um curso de física. / The goal of this thesis is to approach the problem of reality of scientific entities within the education of physics teachers. The literature in the field of Science Education highlights the relevance of the teachers\' understanding of aspects of the nature of science. Among these aspects, we explore the problem of the reality of non-observable entities described by scientific theories. We particularly address criteria used for characterizing such reality by undergraduate physics students as well as possible influences on the constitution of such criteria. We consider that a physics teacher, throughout the teacher\'s professional career, will have to address the problem of reality of entities that are not perceivable through the senses, which leads to the possibility that the teacher may have to explain the basis of the proposition of the existence of such entities. During the development of this research, we have brought some elements of a discussion within the philosophical sphere about scientific realism as well as theoretical elaborations that address the matter of reality in everyday use and common sense. As a general reference, we utilize an approach of culture that points out the influence of several cultural structures in the understanding of the world and allows conceiving science as one of these structures. Among other things, learning science would involve comprehending its specific ways of assigning reality as opposed to the ways of other cultural structures. We have conducted three studies whose analysis is based on qualitative methods. In the first study, we investigate which criteria pre-service physics teachers use for defining the reality of scientific entities and of entities related to other spheres. In the second study, we analyze ways in which certain scientific entities are characterized and taken as real in a collection of didactic books of physics for higher education. The third study, at last, consists of the construction and use of a heuristic, which aims to induce reflections about matters related to scientific knowledge and to elements of other cultural structures, and of the analysis of interviews with four pre-service physics teachers about the use of this instrument. The results obtained seem to show that there is an influence of elements from outside the scientific field on the criteria used by students to define the reality of entities. Furthermore, they reveal that this issue is not commonly addressed to students, which does not contribute to the re-elaboration of such reality criteria that are brought by them from other fields apart from the scientific field. The heuristic used in the third study has revealed the basis of the students\' thoughts as well as served to give them certain reflection elements; there were differences in the types of reflection aroused by the instrument, which we consider a sort of \"cultural contextualization\" in the way of understanding the problems that it points out. The development of the three studies has allowed us to perceive some relevant aspects of the way of understanding scientific entities and to consider means to approach them within an undergraduate course of physics.

The main purpose of this study was to develop and administer a four-tier test for assessing Turkish pre-service physics teachers&rsquo / misconceptions about geometrical optics. Sixteen pre-service physics teachers, who were selected by maximum variation and convenience sampling methods from three state universities in Ankara, were interviewed in the contexts of plane mirrors, spherical mirrors, and lenses. From these interviews and the studies in the literature, the Open-Ended Geometrical Optics Test was developed. It was administered to 52 pre-service physics teachers from three state universities selected by purposive and convenience sampling. The responses of each subject for each item were categorized in order to determine the alternatives of the multiple-tier multiple-choice misconception test. The initial form of the test, the Three-Tier Geometrical Optics Test (TTGOT), was administered to 53 pre-service physics teachers from three state universities selected by purposive and convenience sampling as a pilot study. The analysis of the results of the TTGOT was used to revise the test items. Finally, the Four-Tier Geometrical Optics Test (FTGOT) was developed and administered to 243 pre-service physics teachers from 12 state universities in Turkey. The validity of the FTGOT scores was established by means of some qualitative and quantitative methods. The Cronbach alpha reliability coefficients were calculated for different test scores. Those for the total correct scores and standardized misconception scores (SUMM4) were found to be .59 and .42, respectively. Some misconceptions, which were held by more than 10 % of the pre-service teachers, were identified and considered to be significant.

This study investigated the effect of the epistemologically and metacognitively stimulated 7E learning cycle (EM-7ELC) on tenth grade students&rsquo / physics achievement and epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two Anatolian teacher training high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the experimental and control group. The experimental group was instructed based on the EM-7ELC while the control group was taught with the traditional instruction. The study was conducted in 2009-2010 academic year. The Force and Motion Achievement Test-I and II were administered to assess the students&rsquo / achievement in force and motion unit. The Turkish Physics Expectation Survey was applied to probe the students&rsquo / epistemological understandings in physics. Analysis of Covariance (ANCOVA) was employed to examine the effect of the instruction relied on the EM-7ELC on the students&rsquo / epistemological understandings when their pre-epistemological understandings were controlled. The result indicated that there was a significant difference between two groups&rsquo / post epistemological understandings in favor of the EM-7ELC group. In this study, a statistically significant interaction between the mode of instruction and the students&rsquo / pre-epistemological understandings was observed. Aptitude treatment interaction (ATI) analysis was used to figure out the nature of this interaction. The result of the analysis demonstrated that the traditional instruction was more effective for promoting physics achievement for the students&rsquo / indicating very low epistemological stance. However, the EM-7ELC was more effective for the other types of the students.

Previous studies have shown that many students have misconceptions about basic concepts in physics which persist after instruction. It has been concluded that one of the challenges lies in the teaching methodology. To address this, Georgia State University (GSU) has begun teaching studio algebra-based physics. Although many institutions have implemented studio physics, most have done so in calculus-based sequences. Additionally, the unique environment of GSU’s population as a diverse, urban research institution is considered. The effectiveness of the studio approach for this demographic in an algebra-based introductory physics course was assessed. This five-semester pilot study presents demographic survey results and compares the results of student pre- and post-tests using the Force Concept Inventory (FCI). FCI results show that 1) the studio approach yields higher learning gains than the conventional course, 2) there are significant performance differences among ethnic groups, and 3) a gender gaps exists regardless of instructional method.

Keine andere Wissenschaft ist in einem so hohen Maße mathematisiert wie die Physik. Aufgrund dieser engen Verbindung beider Wissenschaften muss geklärt werden, welche Rolle die Mathematik im Physikunterricht spielen soll. Um einen theoretischen Rahmen bereitzustellen, wird ein didaktisches Modell erarbeitet, das mathematik- und physikdidaktische Erkenntnisse mit wissenschaftstheoretischen Argumenten zur Rolle der Mathematik in der Physik verbindet. Unter der daraus resultierenden Perspektive der konzeptuell-mathematischen Physik wird die Aufgabenkultur im Physikunterricht beleuchtet und neue Aufgaben zum Themengebiet der Mechanik konstruiert, die die Übersetzung zwischen physikalischer Bedeutung und mathematischen Strukturen thematisieren. Auf diesen Aufgaben basiert die qualitative empirische Studie, die die Verständnisprobleme von Schülerinnen und Schülern neunter und zehnter Klassen verschiedener Gymnasien beim Verbinden von Physik und Mathematik untersucht. Die Analyse ergibt verschiedene Problembereiche, wobei sich insbesondere beim Übersetzen zwischen physikalischer Bedeutung und mathematischen Strukturen problematische Vorstellungen zeigen. So werden teilweise funktionale Abhängigkeiten zwischen den Faktoren eines Produktes gesehen. Andererseits zeigt sich aber auch, dass der Abgleich zwischen der mathematischen Herleitung und der physikalischen Interpretation der entscheidende Faktor für das erfolgreiche Lösen einer Aufgabe sein kann.

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 / (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 / Pre-service Physics Teacher Questionnaire-1 (PPTQ-1), Pre-service Physics Teacher Questionnaire-2 (PPTQ-2), and Lecturers Questionnaire (LQ) were developed to get information about opinions of the pre-service physics teachers and the lecturers on problems of physics teacher education. The research was conducted on 245 the pre-service physics teachers in 5 years, 297 the pre-service physics teachers in 4+1.5 years, and 85 lecturers in Physics Teacher Education Programs in 2005-2006 spring semesters. The data obtained from the administration of the measuring instruments were analysed by using Ms-Excel and SPSS programs. Results of the statistical analyses indicated that the pre-service physics teachers and the lecturers think that / the pre-service physics teachers do not come to 5 years Physics Teacher Education Program willingly and consciously / characteristics which are important and necessary to be a good physics teacher can not be measured with university entrance exam / Physics Teacher Education Programs can not cause the pre-service teachers to gain the efficiencies in physics subject matter knowledge, general pedagogical knowledge, and general knowledge which are determined by Ministry of National Education completely / increasing the period of Physics Teacher Education Program do not supplement better qualified physics teachers in Turkey / quantity and quality of the lecturers in Physics Teacher Education Program are not sufficient / and Public Personnel Selection Exam can not measure whether the pre-service physics teachers have characteristics of a good physics teacher or not.