Analysis of the relationship with professional knowledge of teachers on curriculum innovation in the context of the insertion of modern and contemporary physics in high school

• Grant number: 10/19510-0
• Support Opportunities: Regular Research Grants
• Start date: July 01, 2011
• End date: June 30, 2013
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Marcelo Alves Barros
• Grantee: Marcelo Alves Barros
• Host Institution: Instituto de Física de São Carlos (IFSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil

Abstract

This project aims to investigate the relationship with the professional knowledge of physics teachers when working in the context of a curriculum innovation, particularly the inclusion of topics of Modern and Contemporary Physics for High School students. Our research methodology is qualitative and as means of collecting data using questionnaires and semi-structured interviews with students Exact Science Teaching Program: Physics Undergraduate Degree. Our sample consists of 15 undergraduates each year of project implementation that will work on developing and applying the teaching-learning sequences on topics of Particle Physics and Nanoscience & Nanotechnology. The planning, implementation and validation of the teaching sequences will be developed into a teaching module of 40 hours duration on the proposed topic. For analysis and interpretation of data use the concept of relationship with knowledge (Charlot, 2000). Among the major outcomes of this project highlight the interest in participating and contributing to research in the area of Science Education on curriculum innovation in Physics in High School curriculum. (AU)