The role of future teachers motivacional beliefs in respect of insertion of contemporary and modern physics and its relation with profissional knowledge

• Grant number: 09/03956-2
• Support Opportunities: Scholarships in Brazil - Master
• Start date: March 01, 2010
• End date: February 28, 2011
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Marcelo Alves Barros
• Grantee: Edson Cesar Marques Filho
• Host Institution: Instituto de Física (IF). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

This research project aims to investigate the role of motivational beliefs of future Physics teachers in physics in respect of inserting topics of Modern Physics and Contemporary into the classroom and to interpret them in light of the concept of relationship to knowledge (Charlot, 2000). The stage of data collection will take place with some academics of discipline: Physics Teaching Practice in Exact Science Teaching (License: Physics) of São Carlos Physics Institute, University of São Paulo. Our sample consists of 5 undergraduates who will work with the theme Elementary Particle Physics. Educational activities will be performed in a teaching module that will total about 30 hours on the theme. Our research methodology is qualitative in nature and as a tool for data collection we will mainly use questionnaires and semi-structured interviews. Undergraduate students initially respond to a questionnaire developed with the aim of identifying different motivational beliefs regarding the teaching of topics in elementary particle physics. Based on the answers to the questionnaire will be performed the construction of cognitive maps and we will apply a longitudinal study over the teaching module with the licensees. At the end we will reapply the questionnaire in order to point to the changes in motivational beliefs of student teachers before and after the teaching module. The interviews, in turn, will take place in three stages: the beginning of the learning module, after the initial questionnaire and the construction of the first cognitive maps of undergraduates, during the planning and preparation of learning activities that will be implemented by licensees to high school students in their stages of regency, and after the implementation of activities with high school students and the last questionnaire as well as the construction of final cognitive maps of undergraduates. We also intend to complement our collection of data records obtained from videotapes during all stages of development of the work of undergraduates. For analysis and interpretation of data we use the concept of relationship with knowledge in order to classify the motivational beliefs of undergraduates in terms of the relationship with the World (knowledge or concepts in modern physics, Education, Pedagogy, etc..), with I (the individual's history, expectations, prospects and the image they want and pass of himself) and the Other (teachers, students, colleagues, etc.). While research is essentially qualitative, we will spread the licensees in categories that will allow the concentration of some of the answers provided by the investigation and, therefore, the work may show a tendency of the sample surveyed to prioritize certain criteria. The main expected outcomes of this project point out the interest in contributing to research in the area of science education about the renewal course in physics education and teacher training. (AU)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

MARQUES FILHO, Edson Cesar. Physics preservice teachers\' beliefs in curriculum innovation context: The case of one course of Modern and Contemporary Physics in High School. 2011. Master's Dissertation - Universidade de São Paulo (USP). Instituto de Física (IF/SBI) São Paulo.