Students meaning making on school physics: an analysis from "relation to knowledge"

• Grant number: 12/11754-3
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: August 01, 2012
• End date: January 30, 2016
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Alice Helena Campos Pierson
• Grantee: Lucas da Silva Maia
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Associated scholarship(s): 14/13082-8 - Students engagement in learning physics: an analysis from the perspective of the theory of relation to knowledge, BE.EP.DR

Abstract

This study aims to comprehend the relation established between basic school students and school physics under Bernad Charlot's relation to knowledge perspective. In order to that, we attempt to understand the meaning of school physics for students, identify which factors contribute for interest/disinterest in school physics and analyze which elements of their experiences in school and beyond are relevant in meaning making on school physics. Data will be collected from a group of 100 students from public and private educational institutions. We will use questionnaire to identify meanings and values attributed to physics school by students and life story interview to understand the processes through which students'story is built in a unique way. For data analysis we will use content analysis proposed by Laurence Bardin. (AU)