Please use this identifier to cite or link to this item: http://10.7.2.42:8080/jspui/handle/2011/8546
Title: A transposição didática no ensino de física: o aquecimento global como objeto de estudo
Authors: ALMEIDA, Ana Cristina Pimentel Carneiro de
http://lattes.cnpq.br/1265908866509687
Keywords: Física
Didática
Aquecimento global
Estudo e ensino
Educação em física
Modelos epistemológicos
Professores de física
Prática de ensino
Issue Date: 22-May-2013
Publisher: Universidade Federal do Pará
Citation: SILVA, Edilene da Silva e. A transposição didática no ensino de física: o aquecimento global como objeto de estudo. 2013. 117 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Educação Matemática e Científica, Belém, 2013. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.
Abstract: This research aims to highlight the epistemological model which is adopted by professor of Physics at the approach to the topic Global Warming (GW) classes in the second year of high school. In this perspective, it has been the main objective is to investigate how the internal didactic transposition of the theme GW in physics teaching within the teaching practice, looking for the answer to the following question: How physics teachers conceive epistemological models relating to GW? For this we use a qualitative approach with a case study with eyes on three physics teachers who teach in public schools in the city of Fortaleza. Data collection used the questionary, semistructured interview and finally the observation of lessons. Data analysis was complemented by the school adopted textbooks and didactic materials used by teachers. These analyses revealed that the knowledge of physics and design of epistemological models belong to the praxeological dimension of each teacher as epistemological models Natural and Anthropogenic GW influence the characterization of teaching models. These models are born in each text knowledge achieved in the classroom. The textbooks do not determine the upper bound of the form role models in class and yes, contribute to the formation of physical models. On the other hand, there is the possibility of redeeming features of the two epistemological models when discussing the issue of natural climate GW associated to human action, and that means to say that there is a correlation opinions seeking answers in two models epistemological reference and ending on the issue of global warming prove to be the reason for global warming in praxeology teachers research subjects.
URI: http://repositorio.ufpa.br/jspui/handle/2011/8546
Appears in Collections:Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI

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