The role of motivational beliefs in teacher education on the inclusion of topics of modern and contemporary physics in the classroom

• Grant number: 09/15750-0
• Support Opportunities: Scholarships abroad - Research
• Start date: January 07, 2010
• End date: March 06, 2010
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Marcelo Alves Barros
• Grantee: Marcelo Alves Barros
• Host Investigator: Roser Pinto Casulleras
• Host Institution: Instituto de Física de São Carlos (IFSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil
• Institution abroad: Universitat Autònoma de Barcelona (UAB), Spain
• Associated research grant: 08/10470-6 - Curricular innovation in physics: didactical transposition of the modern theories and the survival of knowledge, AP.TEM

Abstract

This research project in question aims to investigate the role of motivational beliefs of physics teachers about the implementation of proposals for curricular innovation in the teaching situation. Specifically, is directed to investigate the role of motivational beliefs of physics teachers on the inclusion of topics in Elementary Particle Physics in the classroom and its relationship with the professional knowledge. Our research methodology is qualitative in nature and as a means of data collection will use questionnaires and semi-structured interviews with teachers. The stage of data collection will be held with 90 teachers from public schools of São Paulo to participate in a continuing education course on Modern and Contemporary Physics, sponsored by the Center for Research in Curriculum Innovation (NUPIC), School of Education at USP. It is also linked to two projects funded by FAPESP: The first, entitled "Curriculum Innovation in Physics: Implementation of Curriculum and Survival Modern Theories of Knowledge" (Thematic Project - Case No. 2008/10470-6) and the second, called "Modern Physics in high school and the training Multipliers for Public School Teachers of Physics" (Public Education Project - Case No. 2008/55542-4). The main expected outcomes of this project point out the interest to participate and contribute to research on curriculum innovation in Physics Teaching in Brazil on the role of motivational beliefs of teachers in the inclusion of proposals for innovative teaching in the classroom as well as assisting generally to improve the teaching of physics, to the extent that the conclusions that will arise in this research is to propose training courses for physics teachers. (AU)