Professional teachers development through a constructivist approach: didactic contexts,
The present paper discusses the partial results obtained from a research that aimed professional development courses for primary and secondary school teachers, under a constructivist and hands-on approach. The intention was to analyze how teachers grasp knowledge under such context, what difficu...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidade Federal de Santa Catarina (UFSC)
2008-09-01
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| Series: | Caderno Brasileiro de Ensino de Física |
| Subjects: | |
| Online Access: | https://periodicos.ufsc.br/index.php/fisica/article/view/6158 |
| _version_ | 1818145402300399616 |
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| author | Suzana Maria Coelho Antônio Dias Nunes Lilian Cristina Nalepinski Wiehe |
| author_facet | Suzana Maria Coelho Antônio Dias Nunes Lilian Cristina Nalepinski Wiehe |
| author_sort | Suzana Maria Coelho |
| collection | DOAJ |
| description | The present paper discusses the partial results obtained from
a research that aimed professional development courses for
primary and secondary school teachers, under a constructivist
and hands-on approach. The intention was to analyze how
teachers grasp knowledge under such context, what difficulties
emerge and what situations favour their learning process, as well
as to study the consequences of professional development courses
on their classroom practices. Thirteen teachers participated on
workshops during which the investigation of electrostatic
phenomena was proposed and low cost experimental apparatus
were built, and simultaneously teachers had the opportunity
to reflect and analyze their pedagogic practices. The
methodological approach of this investigation was qualitative,
data were collected with records of oral and written outcomes
from researched subjects, as well as records of researchers
observations. The learning context generated in those workshops enabled the identification of both conceptual and linguistic
difficulties, along with other learning forms, such as action
learning and group action learning. Metacognition processes
fostered a critical view upon the mechanisms of scientific
knowledge acquisition. It is assumed that the experience and the
analysis of situations that are similar to those proposed to
students might favour an isomorphism with future classroom
actions. This professional development proposal seems promising
as to consolidate methodological changes arisen from teachers
new models and conceptions, different from those regarded as
traditional. The analysis of the data regarding the reflections
on teachers practices and how the transposition of methods
and contents to classrooms happened indicate to this sense and
will be covered in a future paper. |
| first_indexed | 2024-12-11T12:02:53Z |
| format | Article |
| id | doaj.art-338d3959e25146ceb541489236a474d2 |
| institution | Directory Open Access Journal |
| issn | 1677-2334 2175-7941 |
| language | Spanish |
| last_indexed | 2024-12-11T12:02:53Z |
| publishDate | 2008-09-01 |
| publisher | Universidade Federal de Santa Catarina (UFSC) |
| record_format | Article |
| series | Caderno Brasileiro de Ensino de Física |
| spelling | doaj.art-338d3959e25146ceb541489236a474d22022-12-22T01:08:01ZspaUniversidade Federal de Santa Catarina (UFSC)Caderno Brasileiro de Ensino de Física1677-23342175-79412008-09-0125173410.5007/2175-7941.2008v25n1p75394Professional teachers development through a constructivist approach: didactic contexts,Suzana Maria Coelho0Antônio Dias Nunes1Lilian Cristina Nalepinski Wiehe2PUC - Rio Grande do SulPUC - Rio Grande do SulPUC - Rio Grande do SulThe present paper discusses the partial results obtained from a research that aimed professional development courses for primary and secondary school teachers, under a constructivist and hands-on approach. The intention was to analyze how teachers grasp knowledge under such context, what difficulties emerge and what situations favour their learning process, as well as to study the consequences of professional development courses on their classroom practices. Thirteen teachers participated on workshops during which the investigation of electrostatic phenomena was proposed and low cost experimental apparatus were built, and simultaneously teachers had the opportunity to reflect and analyze their pedagogic practices. The methodological approach of this investigation was qualitative, data were collected with records of oral and written outcomes from researched subjects, as well as records of researchers observations. The learning context generated in those workshops enabled the identification of both conceptual and linguistic difficulties, along with other learning forms, such as action learning and group action learning. Metacognition processes fostered a critical view upon the mechanisms of scientific knowledge acquisition. It is assumed that the experience and the analysis of situations that are similar to those proposed to students might favour an isomorphism with future classroom actions. This professional development proposal seems promising as to consolidate methodological changes arisen from teachers new models and conceptions, different from those regarded as traditional. The analysis of the data regarding the reflections on teachers practices and how the transposition of methods and contents to classrooms happened indicate to this sense and will be covered in a future paper.https://periodicos.ufsc.br/index.php/fisica/article/view/6158Formação continuadaEnsino experimental de FísicaAbordagem construtivistaFormas de aprendizagem |
| spellingShingle | Suzana Maria Coelho Antônio Dias Nunes Lilian Cristina Nalepinski Wiehe Professional teachers development through a constructivist approach: didactic contexts, Caderno Brasileiro de Ensino de Física Formação continuada Ensino experimental de Física Abordagem construtivista Formas de aprendizagem |
| title | Professional teachers development through a constructivist approach: didactic contexts, |
| title_full | Professional teachers development through a constructivist approach: didactic contexts, |
| title_fullStr | Professional teachers development through a constructivist approach: didactic contexts, |
| title_full_unstemmed | Professional teachers development through a constructivist approach: didactic contexts, |
| title_short | Professional teachers development through a constructivist approach: didactic contexts, |
| title_sort | professional teachers development through a constructivist approach didactic contexts |
| topic | Formação continuada Ensino experimental de Física Abordagem construtivista Formas de aprendizagem |
| url | https://periodicos.ufsc.br/index.php/fisica/article/view/6158 |
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