No description available.

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Made available in DSpace on 2017-07-21T20:31:40Z (GMT). No. of bitstreams: 1 DayaneMaia.pdf: 2172981 bytes, checksum: fdb83cecd19729f89019ae864366e9f7 (MD5) Previous issue date: 2008-07-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this work the aim was to analyze the possibilities and the limits of the development and the incorporation of the epistemological curiosity in the learning–teaching process in the initial formation of the professor and researcher of the Physics teaching. The research was developed in the context of an investigation-action educational program with independent background considered as a proposal for the formation of professors and researchers in the Physics teaching. This program is developed in the Physics course at the State University of Ponta Grossa PR, in the subject of supervised internship in the Physics teaching I and II. It has been used as research conception the educational investigation-action concept with independent background and, as a methodological approach the study of case. The procedures for collection of data were: The direct observation registered in a field diary and documental analysis. The results have shown that the development of the concept of the educational investigation-action research with independent background in the process of formation is a possible and promising way to the development and incorporation of the epistemological curiosity. / Neste trabalho objetivamos analisar as possibilidades e os limites do desenvolvimento e da incorporação da curiosidade epistemológica no processo ensino-aprendizagem na formação inicial do professor e pesquisador em Ensino de Física. A pesquisa foi desenvolvida no contexto de um programa de investigação-ação educacional de vertente emancipatória entendida como proposta de formação do professor e pesquisador em Ensino de Física. Esse programa é desenvolvido no curso de Licenciatura em Física da Universidade Estadual de Ponta Grossa – PR, na disciplina de Estágio Curricular Supervisionado em Ensino de Física I e II. Utilizamos como concepção de pesquisa a investigação-ação educacional de vertente emancipatória e, como abordagem metodológica o estudo de caso. Os procedimentos de coleta de dados utilizados foram: observação direta registrada em diário de campo e análise documental. Os resultados mostraram que o desenvolvimento da concepção de pesquisa investigação-ação educacional de vertente emancipatória no processo formativo é um caminho possível e promissor ao desenvolvimento e à incorporação da curiosidade epistemológica.

The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective teaching performance. The sample consisted of a total of 56 physics instructors, 120 major-physics students, and 120 nonmajor-physics students at eight public universities in Thailand. A total of 53 physics instructors or 94.64 percent, 101 major-physics students or 84.17 percent, and 107 nonmajor-physics students or 89.17 percent responded in this study. Multivariate analysis of variance, univariate analysis, one-way analysis of variance, and multiple regression were used in the follow-up assessment, with the .05 level of significance. The physics instructors, major-physics students, and nonmajor-physics students perceived actual teaching performance in class to be significantly different from effective teaching performance. The three groups rated actual teaching performance on every factor to be less than sffective teaching. There was a significant difference between the physics instructors' perceptions and the major-physics students' perceptions regarding actual teaching performance, and also there was a significant difference between the physics instructors' perceptions and the nonmajor-physics students' perceptions regarding actual teaching performance. However, there was no significant difference between major-and nonmajor-physics students' perceptions regarding actual teaching performance. There was no significant difference among the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding effective teaching performance. The variables of sex and the highest degree were the significant predictors of the physics instructors' perceptions regarding actual teaching performance. The variable of GPA was the significant predictor of the nonmajor-physics students' perceptions regarding actual teaching performance.

This qualitative study focused on four secondary school physics teachers in Bangladesh using semi-structured interviews and observations to explore their understanding about the relationship between practical work and developing students’ conceptual knowledge of physics. Recent studies indicate that practical work helps secondary science students easily and effectively learn the concepts and theories of physics. However, the secondary school physics teachers in Bangladesh in this study did not provide students with practical work during classroom teaching. Rather, they provided practical work in separate practical classes. Although the teachers believed that practical work made their teaching and also students’ learning easier and effective, they did not offer frequent practical demonstrations in teaching the contents of physics. The major findings of the study include that teachers used mostly transmissive pedagogy to assist students to understand physics concepts and theories. Even though there are clear and specific instructions for the teachers to do demonstrations in the secondary physics curriculum, there were constraints on teachers and on students trying to conduct practical work. Constraints included: a lack of sufficient equipment. Teachers and students in non-government schools faced comparatively more difficulties than those in government schools. Low teacher/student ratios and no positions for laboratory assistants were reasons given for teachers’ intense workloads. This study implies a need to provide government and non-government schools with necessary equipment for doing practical work; to appoint sufficient teachers with higher studies and training that includes practical work in physics; to create positions for laboratory assistants; to set up classrooms with a smaller number of students; and to develop awareness of the value of practical work among school administration and among physics teachers.

Submitted by TATIANA IVETH SALAZAR LÓPEZ null (tativsalo@hotmail.com) on 2018-01-15T20:26:13Z No. of bitstreams: 1 1. Salazar López Tatiana Iveth_Tese Doutorado.pdf: 2705133 bytes, checksum: d9ef258a298136b8cb24d6cf3d66b37e (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-01-16T12:16:57Z (GMT) No. of bitstreams: 1 salazarlópez_ti_dr_bauru.pdf: 2705133 bytes, checksum: d9ef258a298136b8cb24d6cf3d66b37e (MD5) / Made available in DSpace on 2018-01-16T12:16:57Z (GMT). No. of bitstreams: 1 salazarlópez_ti_dr_bauru.pdf: 2705133 bytes, checksum: d9ef258a298136b8cb24d6cf3d66b37e (MD5) Previous issue date: 2017-07-17 / Asociación Universitaria Iberoamericana de Postgrado (AIUP) / Considerando o professor como um sujeito construtor de saberes docentes e a escola como uma fonte que possibilita a construção destes, as disciplinas de Estágio Curricular Supervisionado tornam-se espaços importantes para o estudo desses saberes. A partir desta perspectiva, esta tese propõe-se a responder à questão: Como os saberes docentes são mobilizados na formação inicial, por licenciandos em Física, no contexto de Estágio Curricular Supervisionado? O interesse é compreender como o licenciando utiliza seus saberes docentes, durante as diferentes atividades realizadas no Estágio Curricular Supervisionado. Para responder esta questão, foram acompanhadas as atividades realizadas por futuros professores de Física nas quatro disciplinas, que compõem o Estágio Curricular Supervisionado, de um Curso de licenciatura em Física, de uma universidade pública, durante o período de 2015 a 2016. A análise destas atividades possibilitou a identificação de um sujeito peculiar, considerado no estudo de caso desta tese. Durante a trajetória das quatro disciplinas, os futuros professores realizaram diversas produções discursivas. Dentre elas, citamos os diários de aula, os planejamentos e os discursos produzidos nas reuniões de reflexão. As análises realizadas sobre as produções do sujeito, na amostra estudada, mostram filiações de sentidos no interdiscurso que circulou nas disciplinas de Estágio Curricular Supervisionado, durante as atividades de observação, planejamento de aulas e encontros de reflexão, que ocorreram. O estudo mostra evidências de que o curso de licenciatura em Física afeta a construção dos saberes docentes, uma vez que os licenciandos apropriam-se de discursos produzidos durante as disciplinas didático-pedagógicas do currículo deste Curso. Em síntese, observa-se que a construção de saberes docentes dos licenciandos é influenciada pelas contribuições da pesquisa em Ensino de Ciências. / Considering the teacher as a subject constructor of teaching knowledge, and the school as a source that makes possible the construction of these knowledges, the disciplines of Supervised Curricular Internship become important spaces for the study of them. From this perspective, this thesis proposes to answer the question: How are teacher knowledge mobilized in initial training by future physics teachers in the context of Supervised Curricular Internship? We are interested in understanding how future teachers use his/her teachers‟ knowledge during the different activities realized in the supervised curricular stage. In order to answer this question, the activities carried out by future physics teachers in the four disciplines that make up the Supervised Curricular Internship of a Physics teachers training program of a public university during the period from 2015 to 2016 were monitored. The analysis of these activities allowed the identification of a peculiar subject, considered in the case study of this thesis. Throughout all the trajectory of the Internship, the future teachers carried out different activities and productions. Among these are the class diaries, the plans and the speeches produced at the reflection meetings. The analyses carried out on the productions of the subject considered in the sample studied show sense affiliations about the interdiscourse that circulated during these internship subjects in the observation activities, in the planning of classes and in the various reflection sessions that took place in the internship. The study shows evidence that this Physics training program affects the construction of the teaching knowledge of the future teachers analysed, once the future teachers take over discourses made during the didacticpedagogical disciplines of the curriculum of this Course. In summary, we observed that the construction of the teachers' knowledge of the students is influenced by the contributions of the research in Science Teaching.

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 difficulties with both the concepts and language of physics. In actual practice however, students and the language teacher managed physics knowledge with some degree of success in the language classroom. Some students understood writing as helping them to understand physics. However, the dominant understanding of language was that of knowing the appropriate language of physics for their teachers. An appropriate language understanding was seen as potentially problematic in that it could encourage an unquestioning or monodimensional approach to physics knowledge. As a way around this problem, it was suggested that language teachers teach students to recognise and to use particular genres within science, and to develop their voice within these constraints.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The wide distribution of books to public schools of basic education under the National Textbook Program (PNLD) kept the Textbook (LD) as an important topic in research related to education over the past decades. In this program, it is up for the teachers to choose the textbooks which will be used in schools. However, many studies of the area have pointed out problems in the process and highlighting the need to discuss it in teacher education. Thus, the present study aims to investigate how to support future Physics teachers to carry out the analysis and choice of LD. In order to achieve this goal, journals and conferences concerning teaching were surveyed to investigate the possible contributions that these publications could present. Results show that research focuses on the analysis of conceptual aspects of textbooks and that there are virtually no records of propositional actions or discussions that can directly contribute to teacher training. In this context, the present investigation focused on designing, implementing and evaluating a didactic proposal that considers different dimensions associated with science as a starting point for evaluating textbooks. The proposal was implemented within the students of the Physics subproject of the Institutional Introduction to Teaching Scholarship Program (PIBID) of Federal University of Santa Maria. Taking the historical and philosophical, empirical and technological dimensions into account, it was proposed to the students an analysis of the contents of Optics in the textbooks approved by PNLD in 2015. To execute this, scripts were formulated from teaching research results. Data collection was performed by means of the participants' written records, which for each analyzed dimension were constituted by reports of their analysis, their conclusions and a daily activities diary. Results showed that participants had significant advances both in relation to the review process, by overcoming mere verification and starting to argue about the analyzed aspects, and also in relation to the dimensions addressed as changes in strictly cumulative view of science, recognizing the need for experimental activities in a more open character and that technology has limited role in the collections. Furthermore, textbook analysis by the dimensions of science and its pedagogical aspects proved to be a way to articulate and promote further reflection. Thus, this approach showed itself to be a fruitful way to train more qualified teachers for the professional task of analysis and choice of textbooks. / A ampla distribuição de livros para as escolas públicas de educação básica no âmbito do Programa Nacional do Livro Didático (PNLD) manteve o Livro Didático (LD) como um importante tema nas pesquisas relacionadas ao ensino ao longo das últimas décadas. Nesse programa cabe aos professores escolher as obras didáticas que serão utilizadas nas escolas. No entanto, diversos trabalhos da área vêm apontando problemas nesse processo e evidenciando a necessidade de discuti-lo na formação de professores. Diante disso, o presente trabalho tem como objetivo investigar como se pode subsidiar futuros professores de Física para a realização da análise e escolha de LD. Para tanto foi realizado um levantamento em periódicos e eventos da área de ensino onde se investigou quais as possíveis contribuições que estas publicações poderiam apresentar. Constatou-se que as pesquisas centram-se na análise de aspectos conceituais em LD e que praticamente não há registros de proposições de ações ou discussões que possam contribuir diretamente com a formação docente. Nesse contexto a investigação centrou-se então em elaborar, implementar e avaliar uma proposta didática que considera diferentes dimensões associadas à ciência como ponto de partida para o processo de avaliação dos LD. A proposta foi implementada junto à bolsistas do subprojeto Física do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da Universidade Federal de Santa Maria. Tomando as dimensões histórico e filosófica, experimental e tecnológica foi proposta aos licenciandos a análise do conteúdo de ótica em coleções aprovadas no PNLD 2015. Para tanto foram compostos roteiros elaborados a partir de alguns resultados de pesquisa da área de ensino. A coleta de dados foi realizada mediante escritos dos participantes que para cada dimensão analisada compunham registros de suas análises, suas conclusões e um diário sobre as atividades. Os resultados evidenciam que os participantes tiveram avanços importantes tanto em relação ao processo de análise, superando a simples verificação e passando a argumentar sobre os aspectos analisados, quanto em relação às dimensões abordadas como alterações na visão estritamente cumulativa de ciência, reconhecimento da necessidade de atividades experimentais com caráter mais aberto e de que a tecnologia tem papel restrito nas coleções. Além disso, análise de LD mediante dimensões associadas à ciência e suas características pedagógicas se mostrou uma forma de se articular e promover uma maior reflexão sobre esses aspectos constituindo-se assim em um caminho possível para formar professores mais preparados para a tarefa profissional de análise e escolha de LD.

Submitted by Sergio Rykio Kussuda (sergiokussuda@gmail.com) on 2018-03-08T20:53:58Z No. of bitstreams: 1 Tese Kussuda_Versão_PosDefesa.pdf: 4844258 bytes, checksum: e6b197180068674860cd4927040e72d1 (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-03-09T16:33:58Z (GMT) No. of bitstreams: 1 kussuda_sr_dr_bauru.pdf: 4844258 bytes, checksum: e6b197180068674860cd4927040e72d1 (MD5) / Made available in DSpace on 2018-03-09T16:33:58Z (GMT). No. of bitstreams: 1 kussuda_sr_dr_bauru.pdf: 4844258 bytes, checksum: e6b197180068674860cd4927040e72d1 (MD5) Previous issue date: 2017-03-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo trata de uma pesquisa empírica, que busca conhecer os principais motivos para a evasão, segundo ex-alunos e professores, de um curso de Licenciatura em Física de uma universidade pública paulista, em um determinado período estudado. Para tanto, além do apoio em referenciais sobre o tema, contamos com uma amostra de ex-alunos e outra de professores, que se dispuseram a fornecer informações sobre o evasão, através de questionários e entrevistas. Os dados foram tratados quali e quantitativamente e as entrevistas foram analisadas com aportes da Análise de Discurso. Os resultados mostram que, embora os sujeitos das duas amostras falem de posições distintas sobre o mesmo tema, a evasão, da qual os alunos são protagonistas e os docentes testemunhas, há congruências nos discursos dos sujeitos das duas amostras sobre os motivos que levam os alunos a evadirem. Tanto no imaginário de professores como de exalunos, os fatores para a evasão incluem o fato de a maioria dos ingressantes ser constituída de alunos-trabalhadores, oriundos de classes economicamente menos privilegiadas e, portanto, com defasagem de formação, já que são provenientes de escolas precárias e possuem pouco tempo para se dedicarem aos estudos; apontam também as dificuldades relacionadas ao mercado e condições de trabalho para físicos e professores da educação básica; ao uso de métodos de ensino e de avaliação inconsistentes por parte dos professores universitários, que levam a reprovação, desestímulo e consequente evasão. Segundo os professores, o imaginário sobre a Física que os alunos trazem da Educação Básica e o conflito com os estudos na Universidade são fatores que dificultam o processo de transição e adaptação para o Ensino Superior. Para os ex-alunos, as políticas precárias de permanência estudantil; a atenção seletiva de docentes à pesquisa, em detrimento do ensino; formas incoerentes de avaliação da aprendizagem e desestimulo à profissão de professor, bem como a imaturidade do estudante ao ingressar na universidade, são problemas que levam à evasão; em alguns casos, corroborando para o desinteresse, frustração e aparecimento de problemas de ordem psicológica. Alunos e docentes sugerem ações para a reversão do quadro, embora entendam que estas dependam de mudanças em políticas que ultrapassam a competência do Conselho de Curso e das instâncias acadêmicas. / The present study is an empirical research that seeks to know the main reasons for an dropout according to former students and professors of a Physics Teachers Training Course of a public university of São Paulo in a certain period of study in order to reflect about the influence of socioeconomic factors in the permanence and avoidance of the alumni of this course. Therefore, in addition to supporting references on the subject, the study used samples of former students and professors, who were willing to provide information on evasion through questionnaires and interviews. The data were analyzed qualitatively and quantitatively; The interviews were analyzed with contributions from the Discourse Analysis. The results show that, although the subjects of the two samples speak of different positions on the same subject, the evasion, in which the students are protagonists and the teachers witnesses, there are congruencies in the speeches of the subjects of the two samples, on the reasons for the evasion. In both professors' and alumni's imaginations, the factors for evasion include the fact that most of the participants are students-workers from economically less privileged classes and, therefore, with a lack of training coming from precarious public schools, with little time to devote to studies; also point out the difficulties related to the market and working conditions for physicists and teachers of basic education; to inconsistent methods of teaching and assessment by university professors, which lead to disapproval, discouragement and consequent evasion. In the professors' imagination, the imagery about physics that students bring from basic education and the conflict with university studies are factors that hinder the process of transition and adaptation to higher education. In the students' imagination, the precarious policies of student stay, selective attention of professor to research, to the detriment of teaching, incoherent forms of evaluation of learning and incentive to evasion and discouragement to the profession of teacher, as well as the student's own immaturity upon entering university, are problems that lead to avoidance; In some cases, corroborating to the disinterest, frustration and appearance of psychological problems. Students and teachers suggest actions to revert the framework, although understanding that they depend on being accompanied by changes in policies that exceed the competence of professor and academic bodies.