A study of the relationship with professional knowledge in the training of Physics teachers of High School in the context of a curriculum innovation

• Grant number: 18/03649-1
• Support type: Regular Research Grants
• Duration: July 01, 2018 - June 30, 2020
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal researcher: Marcelo Alves Barros
• Grantee: Marcelo Alves Barros
• Home Institution: Instituto de Física de São Carlos (IFSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil

Abstract

This research project aims to investigate the relationship with the professional knowledge of future Physics teachers about the insertion of topics of Modern and Contemporary Physics in the classroom. The data collection stage will be carried out with academics of the discipline: Supervised Stage of Physics Teaching, of the course of Teacher Training in Exact Sciences (Habilitation: Physics), of the Physics Institute of USP of São Carlos. Our sample will consist of 12 undergraduates who will work on the theme: Elementary Particle Physics and Nanoscience & Nanotechnology, during the course of a 40-hour mini-course. Our research methodology will be of a qualitative nature and as a data collection instrument we will use questionnaires, semi-structured interviews and video recordings. In order to analyze and interpret the data, we will use the concept of relationship with knowledge (Charlot, 2000) in order to classify the answers of the Teacher Training in terms of the relation with the World (knowledge or conceptions in Modern Physics, Education, Pedagogy, etc.), with the I (the individual's history, his expectations, his perspectives and the image he wants to have and pass from himself) and with the Other (teachers, students, colleagues, etc.). Among the main expected results of this project are the interest in participating in and contributing to research in the area of scientific education regarding the teaching of Modern and Contemporary Physics in High School, as well as to contribute generally to the improvement of Physics teaching, in which the conclusions that will be drawn from this research are offered to the initial training courses of Physics teachers. (AU)