SOCIAL REPRESENTATIONS ABOUT ‘BEING PHYSICS TEACHER’ BASED ON KVP MODEL

Authors

  • ADRIANO JOSÉ ORTIZ Instituto Federal do Paraná (IFPR)
  • CARLOS ALBERTO DE OLIVEIRA MAGALHÃES JÚNIOR Universidade Estadual de Maringá (UEM)
  • ÉDER RODRIGO GIMENES Universidade Estadual de Maringá (UEM)

Keywords:

conceptions, teacher training, begginers students, concluding students, Physics

Abstract

In this paper we start from the references of Knowledge, Values and Practices to identify
conceptions and social representations in Physics undergratuates. We have used 81 propositions
structured according to the likert scale. This instrument was applied with 25 begginers students and 10
graduates of the course. The answers were divided into 19 previous indicators and organized in three
dimensions: 'epistemology of science'; 'Teaching and learning' and 'training and teaching activity'. In the
case of the begginers, the students present contradictory conceptions that may reflect their knowledge
and previous representations upon joining the course. Among the graduates, it was possible to identify some differences in conceptions. Still, these differences were progressive, without abrupt breaks with
representations presented by the begginers. Finally, our results indicate that a traditional training model,
in which pedagogical and didactic knowledge is inserted only later in the course, and not throughout it
does not provide an environment conducive to profound changes in these representations.

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Published

2020-10-30

How to Cite

ORTIZ, A. J. ., DE OLIVEIRA MAGALHÃES JÚNIOR, C. A. ., & RODRIGO GIMENES, ÉDER . (2020). SOCIAL REPRESENTATIONS ABOUT ‘BEING PHYSICS TEACHER’ BASED ON KVP MODEL. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/37841

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

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