Thesis (M.A.) -- University of Texas Southwestern Medical Center at Dallas, 2004. / Vita. Bibliography: 152-153.

Discutimos, nesse trabalho, aspectos das dimensões fenomenológica e teórica do conhecimento físico e o papel dos modelos como ponte unificadora dessas duas facetas do conhecimento. No âmbito do ensino, percebemos que as teorias ensinadas são muito pouco relacionadas aos fenômenos que permeiam o cotidiano dos alunos. Por isso, enfatizamos a importância do uso de modelos como instrumentos capazes de promover uma ligação entre o mundo abstrato, representado pelas teorias e o mundo palpável, representado pelos fenômenos. Discutimos, também, essas dimensões separadamente, com o propósito de ressaltar que muitas das dificuldades do ensino de física têm origem na epistemologia. Com o objetivo de dar realidade à infinidade de nuances que o conhecimento físico contempla, na segunda parte desse trabalho, confeccionamos um texto abordando a interação de ondas eletromagnéticas com a matéria, voltado para estudantes de graduação. Esse tema foi explorado com o auxílio de um modelo, chamado modelo de Drude, no qual a teoria do eletromagnetismo, representada pelas equações de Maxwell, é adaptada às características de um metal. Nesse texto didático procuramos explicitar, da maneira mais clara possível, as ligações entre idéias físicas e o mundo real, de modo a possibilitar que os estudantes venham a ter uma relação mais nova, rica e bonita com a física. / In this work we discuss both phenomenological and theoretical aspects of knowledge in Physics and the role of models as bridges between them. As far as teaching is concerned, we remark that the theories taught to students normally bear very little relation with phenomena in dayly life. Therefore we emphasize the need of using models as tools in order to promote meaningful links between the abstract world represented by theories and the real world, represented by phenomena. We discuss separately each of these dimensions, with the purpose of stressing that many of the difficulties in teaching Physics have their origin in epistemology. In the second part of this work we produce a pedagogical text dealing with the interaction between electromagnetic waves and matter, in order to realize the many faces that physical knowledge may have. This subject was approached with the help a model, known as Drude model, in which electromagnetic theory, represented by Maxwell equations, is adapted to the features of a metal. In this text we have tried to make explicit, as clearly as possible, the links between physical ideas and the real world, so that students may develop a new, rich and beautiful relationship with Physics.

Discutimos, nesse trabalho, aspectos das dimensões fenomenológica e teórica do conhecimento físico e o papel dos modelos como ponte unificadora dessas duas facetas do conhecimento. No âmbito do ensino, percebemos que as teorias ensinadas são muito pouco relacionadas aos fenômenos que permeiam o cotidiano dos alunos. Por isso, enfatizamos a importância do uso de modelos como instrumentos capazes de promover uma ligação entre o mundo abstrato, representado pelas teorias e o mundo palpável, representado pelos fenômenos. Discutimos, também, essas dimensões separadamente, com o propósito de ressaltar que muitas das dificuldades do ensino de física têm origem na epistemologia. Com o objetivo de dar realidade à infinidade de nuances que o conhecimento físico contempla, na segunda parte desse trabalho, confeccionamos um texto abordando a interação de ondas eletromagnéticas com a matéria, voltado para estudantes de graduação. Esse tema foi explorado com o auxílio de um modelo, chamado modelo de Drude, no qual a teoria do eletromagnetismo, representada pelas equações de Maxwell, é adaptada às características de um metal. Nesse texto didático procuramos explicitar, da maneira mais clara possível, as ligações entre idéias físicas e o mundo real, de modo a possibilitar que os estudantes venham a ter uma relação mais nova, rica e bonita com a física. / In this work we discuss both phenomenological and theoretical aspects of knowledge in Physics and the role of models as bridges between them. As far as teaching is concerned, we remark that the theories taught to students normally bear very little relation with phenomena in dayly life. Therefore we emphasize the need of using models as tools in order to promote meaningful links between the abstract world represented by theories and the real world, represented by phenomena. We discuss separately each of these dimensions, with the purpose of stressing that many of the difficulties in teaching Physics have their origin in epistemology. In the second part of this work we produce a pedagogical text dealing with the interaction between electromagnetic waves and matter, in order to realize the many faces that physical knowledge may have. This subject was approached with the help a model, known as Drude model, in which electromagnetic theory, represented by Maxwell equations, is adapted to the features of a metal. In this text we have tried to make explicit, as clearly as possible, the links between physical ideas and the real world, so that students may develop a new, rich and beautiful relationship with Physics.

The mechanism of how physical education teacher education (PETE) students learn to teach physical education (PE) has been considered as a missing link in a comprehensive curriculum of PETE research. Previous studies found that the PETE students’ acculturation phase has a big impact on the students’ beliefs towards teaching PE as it is referred to as Occupational Socialization Theory (OST). The purpose of this study was to explore how PETE students learn to teach PE based on their experiences being taught PE and coached in a sport and their reflections on their emerging practices whilst taking a course EPHE 452 – Strategies for teaching games, a culminating course in their physical and health education teachable area. The study used two qualitative research methods, autoethnography and participant observation ethnography, within a case study design methodology. Data collection included the case studies’ interviews of three PETE students and the EPHE 452 course observation throughout COVID-19 pandemic in Spring semester in 2021. The findings showed that PETE students carried beliefs from their acculturation phase to their professional phase, while the teacher education program has a positive impact on the PETE students’ beliefs towards teaching PE. Four organizing course themes with sub-themes emerged; insights on the impact of COVID-19 pandemic on the course becoming a mediating theme. Several effective methods were used to develop PETE students’ abilities to teach PE, such as the online resources, group discussions, the practicum experience and the reading of articles. The COVID-19 pandemic created opportunities and challenges among PETE students who took EPHE 452 course in Spring Semester in 2021 that have led to a rethinking and redevelopment of the EPHE 452 course. / Graduate