An analysis of students conceptions about monitoring in Physics Degree Course at IFCE

Authors

DOI:

https://doi.org/10.35699/2237-5864.2019.2587

Keywords:

Monitoring, Degree in Physics, Student conceptions

Abstract

This is a qualitative study carried out in Degree in Physics at Federal Institute of Ceará, Campus Sobral, aiming to verify the students conceptions about the efficiency of the monitoring program. Questionnaires were applied with the students who were present or not at the meetings. It was observed that monitored students considered monitoring to be efficient, and their main reasons for searching the monitor were to assist in problem solving and understanding. The fact that they work and/or live away from college are the main reasons they do not go to academic monitoring. It is suggested that virtual campus monitoring be adopted as an option to overcome this difficulty, as well as an investigation about the factors involved in the relationship between monitor and students of this program.

Downloads

Download data is not yet available.

Author Biographies

Jonas Guimarães Paulo Neto, Instituto Federal do Ceará (IFCE), Campus Sobral, CE, Brasil.

Aluno do Mestrado Nacional Profissional em Ensino de Física do Instituto Federal do Ceará em parceria com a Universidade Estadual Vale do Acaraú e Licenciado em Física pelo IFCE. Tem experiência no Programa Institucional de Bolsa de Iniciação à Docência e no Programa de Educação Tutorial. Atualmente, é professor do Ensino Fundamental e Médio do Centro de Educação Santo Antônio.

Nórlia Nabuco Parente, Instituto Federal do Ceará (IFCE), Campus Sobral, CE, Brasil.

Doutoranda em Avaliação e Mestra em Políticas Públicas e Gestão da Educação Superior pela Universidade Federal do Ceará. Especialista em Psicopedagogia, Licenciada em Português e em Pedagogia pela Universidade Estadual Vale do Acaraú. Professora efetiva do Instituto Federal de Educação, Ciência e Tecnologia, tendo experiência na Diretoria de Ensino do IFCE, na Coordenação Institucional PIBID/CAPES e Coordenação de Área PIBID/Física.

Wilton Bezerra de Fraga, Instituto Federal do Ceará (IFCE), Campus Sobral, CE, Brasil.

Licenciado e Bacharel em Física pela Universidade Estadual Vale do Acaraú (2003), Mestre em Física pela Universidade Federal do Ceará (2006) e Doutor em Engenharia de Teleinformática pela Universidade Federal do Ceará (2010). Atualmente é professor do ensino básico técnico e tecnológico do Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE).

Downloads

Published

2019-07-31

How to Cite

NETO, J. G. P.; PARENTE, N. N.; FRAGA, W. B. de. An analysis of students conceptions about monitoring in Physics Degree Course at IFCE. Revista Docência do Ensino Superior, Belo Horizonte, v. 9, p. 1–16, 2019. DOI: 10.35699/2237-5864.2019.2587. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2587. Acesso em: 21 nov. 2024.

Issue

Vol. 9 (2019)

Section

Article

License

Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.

Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.

 

Open access policy:

Revista Docência do Ensino Superior  is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).