Professional knowledge of future teachers of physics in a context of curriculum innovation: The case of modern and contemporary physics in high school

Author(s)

Marcelo Pereira da Silva

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
• Defense date: 2011-09-29

Examining board members

Marcelo Alves Barros; Maria Beatriz Fagundes; Lúcia Helena Sasseron Roberto

• Advisor: Marcelo Alves Barros

Abstract

This research presents an analysis of teacher knowledge developed by prospective teachers of physical reasons and some of the difficulties in the inclusion of topics of Modern and Contemporary Physics in high school. From the definitions of knowledge by Tardif (2002) sought to identify which of these knowledge are being developed by prospective teachers and how the experience of teaching experienced by them contributed to their professional training. The research is qualitative in nature and is designed with students in their last year of the BSc in Exact Sciences (qualification: Physics), Institute of Physics of USP in São Carlos - University of Sao Paulo. With these results, we tried to establish some of the difficulties of future teachers to work topics Modern and Contemporary Physics classroom and what paths can be looking for solutions that can serve as a basis for the development of the education proposals of this nature. (AU)

• FAPESP's process: 09/03955-6 - Professional knowledge of future teachers of physics in a context of curriculum innovation: The case of Modern and Contemporary Physics in High School
• Grantee: Marcelo Pereira da Silva
• Support Opportunities: Scholarships in Brazil - Master