The social representations of future physics teachers about data collection automation and computational thinking: a comparative analysis among student discourses and pedagogical projects

• Grant number: 22/04202-6
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: June 01, 2023
• End date: September 30, 2026
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Marcelo Zanotello
• Grantee: Adriana de Andrade
• Host Institution: Centro de Ciências Naturais e Humanas (CCNH). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil

Abstract

In the didactic laboratory of Physics, it is possible to elaborate experiments that use automation, consequently, implementing innovations in teaching and learning, integrating new technological elements that permeate social life at an increasing pace. In this sense, it is essential to consider how teacher training courses are addressing issues related to the didactic use of technologies and how future teachers position themselves on this theme. Thus, the main objective of this research is to investigate the social representations of undergraduate students in physics at public institutions in the state of São Paulo (IPES) on the didactic use of Digital Information and Communication Technologies (TDIC), with a focus on automation from the collection of data in the didactic laboratory of physics and in the development of computational thinking, placing such representations in relation to what the pedagogical projects of the courses under consideration recommend about the theme. The theoretical and methodological references will be the Theory of Social Representations and the Theory of the Central Nucleus. For collection, we will use a questionnaire prepared by free association of words (TALP) having inducing terms the automation of data collection and computational thinking. The data will be processed by the IRAMUTEQ software to carry out a prototypical analysis. It is expected that the study provides new elements on how the initial training courses for physics teachers are considering the use of technological resources and the development of skills related to computational thinking, how their students are appropriating such knowledge and giving them pedagogical meaning. and, through a critical analysis of the results, indicate subsidies for the improvement of training courses regarding such themes.