The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquo / opinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used. In this study, &ldquo / Physics Textbooks Evaluation Questionnaires&rdquo / , which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester. The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo / and students&rsquo / opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo / views on usage of physics textbooks indicated that most of the teachers and students&rsquo / levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.

This study aims to analyze the National High School Examination (NHSE) and Physics Textbooks (PT), approved by the National Textbook (NT/2012), before object relations knowledge Energy and its transformations in the set of skills contained in the Supplemental Educational Guidance Parameters National Curriculum (PCN+). To understand these relationships, we started with the documentary analysis, which thus provided the theoretical foundation of this research through the official documents that structure the reform of secondary education in Brazil, in the area of Science / Physics and NHSE, and the author’s area dealing with the issue. In this work we seek to understand how the Energy and its transformations are contextualized in evidence NHSE, the National Curriculum of Secondary Education (NCSE) and PCN+, the skills required by the exam and set of skills in Physics. With that, we categorized the issues that emphasize the theme of Energy and its transformations in all competitions NHSE, commenting on them and relating skills. And after the contextualization of Energy and its transformations, performed according to the skill set of the PCN+ Physics, analyze the contributions of the proposed PT ahead NHSE. However, the results of this study show 40% of PT with a LOW approach with NHSE, indicating that there is a need to reformulate the approaches of knowledge objects contained in the PT to meet NHSE and adoption by the NT/2012, criteria evaluation of these books with closer examination. / Este trabalho tem o objetivo de analisar o Exame Nacional do Ensino Médio (ENEM) e os Livros Didáticos de Física (LDF), aprovados pelo Plano Nacional de Livros Didáticos (PNLD/2012), diante das relações do objeto de conhecimento Energia e suas transformações no conjunto de competências contidas nas Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+). Para compreender essas relações, partiu-se da análise documental, que forneceu, assim, a fundamentação teórica desta pesquisa através dos documentos oficiais que estruturam a reforma do Ensino Médio no Brasil, na área de Ciências/Física e no ENEM, além de autores da área que tratam do tema. Na realização deste trabalho buscamos entender como a Energia e suas transformações estão sendo contextualizadas nas provas do ENEM, nos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM) e nos PCN+, mediante as habilidades requisitadas pelo exame e o conjunto de competências de Física. Com isso, foram categorizadas as questões que enfatizam a temática de Energia e suas transformações em todas as provas do ENEM, comentando-as e relacionando suas habilidades. E, após a contextualização de Energia e suas transformações, realizadas de acordo com o conjunto de competências de Física do PCN+, analisar as contribuições dos LDF frente à proposta do ENEM. Contudo, os resultados obtidos neste trabalho mostram 40% dos LDF com uma FRACA aproximação com o ENEM, indicando que há necessidade de reformulação nas abordagens dos objetos de conhecimento contidos nos LDF para atender ao ENEM e uma adoção, por parte do PNLD, de critérios de avaliação desses livros com maior aproximação ao exame.

Mémoire en recherche-création, associé à un programme de maîtrise individualisé dirigé en cotutelle. Département de physique et département de communication. / Les milieux de production et de diffusion des savoirs sont marqués par une omniprésence des modalités visuelles de représentation, et la physique n’y fait pas exception. Ce mémoire de recherche-création en physique et communication explore la place et le fonctionnement de l’image, et de la relation texte-image, dans des dispositifs de médiation des connaissances appartenant à cette discipline scientifique. Après un retour historique sur la notion de temps en physique, je poursuis en dirigeant l’attention vers les images du temps objectif tout particulièrement. Le temps objectif, par la pluralité de ses compréhensions et représentations en physique, mais aussi par sa relation particulière aux images que l’on assume atemporelles, s’arrime bien aux motifs de ce travail. Huit manuels de physique standards sont analysés pour comprendre et catégoriser les types et les fonctions des images. Pour ce faire, j’effectue d’abord une analyse sémiotique des images. Avec les résultats, je développe une classification de six catégories d’images, ce qui me permet d’ordonner et de mettre en valeur leur richesse sémiotique. J’analyse ensuite les textes (titres et passages textuels référant aux images) par deux méthodes : 1) une analyse quantifié avec l’écriture d’un programme Python qui automatise la recherche de mots clés et 2) une lecture proche de ces textes pour en soutirer la façon dont les auteurs qualifient leurs images. J’incorpore une dimension créative supplémentaire à ma démarche en réalisant deux visualisations des concepts et thèmes émergents de l’analyse. Je propose ainsi une interprétation des résultats par une carte des images du temps objectif et une image qui aborde l’ambiguïté du discours des auteurs, la subordination du langage textuel ainsi que la négociation du statut de l’image entre modalité de représentation dévaluée et dispositif de présentation objectif. Tout au long de ce travail, j’intègre les questionnements de ma recherche dans ma propre démarche, en produisant de nombreuses figures pour analyser et interpréter les concepts, ce qui me permet d’expérimenter moi-même avec le visuel en tant que modalité de production de savoirs. À travers la poursuite d’une meilleure compréhension du fonctionnement épistémologique des images en physique, je propose des pistes méthodologiques pour travailler au croisement d’une science naturelle, de la communication et la culture visuelle. / Knowledge production and dissemination environments are marked by the omnipresence of visual modes of representation, and physics is no exception. This research-creation project in physics and communication explores the place and functioning of the image, and of the text-image relationship, in knowledge mediation devices belonging to this scientific discipline. After a historical overview on the concept of time in physics, I continue by directing attention to the images of objective time in particular. Objective time, by the plurality of its understandings and representations in physics, but also by its particular relationship to images that we assume to be timeless, fits well with the reasons for this work. Eight standard physics textbooks are analyzed to understand and categorize the types and functions of images. To do this, I first perform a semiotic analysis of the images. With the results, I develop a classification of six categories of images, which allows me to order and highlight their semiotic richness. I then analyze the texts (titles and text segments referring to the images) by two methods: 1) a quantified analysis with the writing of a Python program which automates the research of keywords and 2) a close reading of these texts to extract the way in which the authors qualify their images. I incorporate an additional creative dimension to my approach by making two visualizations of the concepts and emerging themes of the analysis. I thus propose an interpretation of the results by a map of objective time images and an image that addresses the ambiguity of the authors’ discourse, the subordination of textual language as well as the negotiation of the status of the image between devalued representation mode and device objective presentation. Throughout this work, I integrate the questions of my research into my own approach, producing numerous figures to analyze and interpret the concepts, which allows me to experiment with the visual as a modality of knowledge production. Through the pursuit of a better understanding of the epistemological functioning of images in physics, I propose methodological tracks to work at the intersection of natural science, communication and visual culture.