Orientador: Maria José Pereira Monteiro de Almeida / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T23:33:08Z (GMT). No. of bitstreams: 1 Sorpreso_ThirzaPavan_D.pdf: 3338324 bytes, checksum: 9fa7c0796987fabc3d8b0d79d68a501b (MD5) Previous issue date: 2013 / Resumo: A pesquisa aqui apresentada se justifica pela necessidade de renovação de conteúdos e de formas de ensino, apontada por estudos da área de ensino de Física. Trabalhamos elementos de Física Nuclear por meio da abordagem Ciência, Tecnologia e Sociedade (CTS) em uma disciplina oferecida nos anos iniciais da licenciatura em Física. A abordagem CTS incorporou-se ao ensino a partir de movimentos extraescolares que reivindicavam uma visão mais crítica da Ciência e da Tecnologia, considerando-as como instituições não neutras, ou seja, influenciadas pelo contexto social de sua produção e de sua utilização. A abordagem CTS é utilizada neste trabalho visando a reflexões dos futuros professores de Física sobre a necessidade de rompimento com um ensino baseado apenas em cálculos e em resolução de exercícios e sobre a compreensão da Física Nuclear de forma ampla, ou seja, levando em consideração a não neutralidade da Ciência, sua produção e as complexas relações estabelecidas com a Sociedade e a Tecnologia. Para o desenvolvimento do trabalho na formação de professores, articulamos uma unidade de ensino a partir da pressuposição de um interlocutor, da escolha de conteúdos sobre a Física Nuclear e da ênfase em determinados elementos da abordagem CTS, adequando-os às condições de produção da disciplina "Conhecimentos em Física Escolar I", em que foi desenvolvida a pesquisa. Para elaborar as justificativas teóricas de constituição da unidade, apresentamos a fundamentação de elementos presentes na unidade de ensino como: a inserção de temas de relevância social; a contextualização histórica da abordagem CTS; a necessidade de se pensar o Ensino de Física em sua relação com a sociedade; a necessidade de proporcionar aos estudantes de licenciatura uma vivência de experiência CTS; a importância de explorar a relação entre Ciência, Tecnologia e Sociedade, de abarcar uma visão de Ciência não neutra no ensino de Física e de estabelecer limites entre a interdisciplinaridade e a especificidade de conteúdos. Como referencial teórico e metodológico para a constituição desta pesquisa, utilizamos algumas noções da Análise de Discurso, e algumas noções associadas às relações entre escola e sociedade e entre ciência, tecnologia e sociedade. Por fim, realizamos análises de discursos dos estudantes de licenciatura e observamos que o desenvolvimento da unidade de ensino gerou conflitos em seus imaginários e alguns deslocamentos, fazendo com que eles ampliassem suas produções de sentido sobre a abordagem CTS e alguns de seus elementos. Em especial, verificamos que os licenciandos incorporam a noção de interdisciplinaridade como trabalho conjunto entre professores e reservam papel importante para a História da Ciência em uma prática CTS. / Abstract: The present research is justified by the constant need to improve the teaching methods in Physics. Our main approach consisted in addressing elements of nuclear physics to undergraduate students using Science, Technology and Society (STS), a discipline offered at the beginning of their formation. The STS approach was incorporated from extra-scholar activities claiming a more critical view of Science and Technology, and considering them as non-neutral institutions (i.e., influenced by the social context of their production and use). The STS approach is used in this work in order to question future teachers in Physics about the need to break with a school system based only on calculations and problem solving, thereby seeking further understanding of nuclear physics in a broader way (i.e., taking into account the non-neutrality of Science, its production and the complex relationships it has established with the Society and Technology). To develop the teaching work, we created a teaching unit from the pre-supposition of a speaker, the choice of a Nuclear Physics program, and the emphasis on certain elements of the STS approach, adapting them to the conditions of production discipline where the research was developed, "Knowledge in Physical Education I". To theoretically justify the constitution of the unit, we presented the rationale of elements present in the teaching unit, such as the inclusion of topics of social relevance; the historical context of the STS approach; the need to think about the teaching of Physics in their relationship with society; the need to provide undergraduate students an experience of STS; the importance of exploring the relationship between STS; the need to embrace a non-neutral vision in physics teaching; the limits between the inter-disciplinarity and the specificity contents. We used some notions of Discourse Analysis as a theoretical and methodological framework for the establishment of this research, in addition to our theoretical framework which also implied some notions related to the relationship between school and society and between STS. Eventually, we performed discourses analyses of undergraduate students and found that the development of the teaching unit created conflicts in their imaginary and shifts, causing students to broaden their productions of meaning on the STS approach and some of its elements. In particular, we found that students incorporated the notion of inter-disciplinarity as a joint effort between teachers, and reserved an important role for the History of Science in a practice STS. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)