Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil

This article is an excerpt from an investigation developed within the scope of a master’s thesis in Teaching and its main objective is to present a synthesis of a review about dissertations and theses produced in Brazil dedicated to build, apply and analyse Potentially Meaningful Teaching Units (PMT...

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Detalles Bibliográficos
Autores principales: Zara, Reginaldo A., de Oliveira Martins, Claudinéia
Formato: Artículo revista
Lenguaje:Portugués
Publicado: Asociación de Profesores de Física de la Argentina 2021
Materias:
PMTU
Meaningful learning
Physics teaching
UEPS
Aprendizagem significativa
Ensino de física
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35311
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-35311
record_format ojs
spelling I10-R316-article-353112023-09-12T17:01:49Z Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil Unidades de ensino potencialmente significativas para ensino de física: um cenário a partir de dissertações e teses produzidas no Brasil Zara, Reginaldo A. de Oliveira Martins, Claudinéia PMTU Meaningful learning Physics teaching UEPS Aprendizagem significativa Ensino de física This article is an excerpt from an investigation developed within the scope of a master’s thesis in Teaching and its main objective is to present a synthesis of a review about dissertations and theses produced in Brazil dedicated to build, apply and analyse Potentially Meaningful Teaching Units (PMTU) in real classroom contexts. The research was based on the Digital Repository of Theses and Disser tations ranging from 2011 to 2018. A total of one hundred and thirteen papers were found, analysed and classified according to their area of knowledge and by level of education. The research results point to the increasing number of works that use PMTU as learning material along the time, in different contexts of science, but with predominance of use in Physics Teaching. On the other hand, when taking a more detailed look at this area of knowledge, one realizes the low number of works developed in the scope of Modern and Contemporary Physics, in contrast to the old and constant discussion about the need for the modernization of Physics teaching con sidering the curriculum revision and an updated content approach. Este artigo é um recorte de uma investigação desenvolvida no âmbito de uma dissertação de Mestrado em Ensino e tem como objetivo principal apresentar uma síntese da revisão de dissertações de mestrado e teses de doutorado, produzidas no Brasil, que se dedicaram a construir, aplicar e analisar Unidades de Ensino Potencialmente Significativa (UEPS) em contextos reais de sala de aula. A pesquisa teve como fonte o Banco Digital de Teses e Dissertações, no período de 2011 a 2018. Um total de cento e treze trabalhos foramencontrados, analisados e classificados por área de conhecimento e por nível de ensino. Os resultados da pesquisa chamam a atenção para o aumento, ao longo do tempo, do número de trabalhos que utilizaram UEPS como recurso instrucional auxiliar ao processo de ensino e aprendizagem em diferentes contextos da ciência, mas com predomínio de uso no Ensino da Física. Por outro lado, ao lançar um olhar mais detalhado para esta área do conhecimento, percebe-se o baixo número de trabalhos desenvolvidos no âmbito da Física Moderna e Contemporânea, em contraste com a antiga e constante discussão sobre a necessidade da modernização do ensino da Física e que tem como intuito despertar e o interesse e a motivação dos estudantes através da abordagem de conteúdos atualizados. Asociación de Profesores de Física de la Argentina 2021-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35311 10.55767/2451.6007.v33.n2.35311 Journal of Physics Teaching; Vol. 33 No. 2 (2021): July - December; 545-551 Revista de Enseñanza de la Física; Vol. 33 Núm. 2 (2021): Julio - Diciembre; 545-551 Revista de Enseñanza de la Física; v. 33 n. 2 (2021): Julho - Dezembro; 545-551 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35311/35477 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35311/35478 Derechos de autor 2021 Reginaldo A. Zara, Claudinéia de Oliveira Martins http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Portugués
format Artículo revista
topic PMTU
Meaningful learning
Physics teaching
UEPS
Aprendizagem significativa
Ensino de física
spellingShingle PMTU
Meaningful learning
Physics teaching
UEPS
Aprendizagem significativa
Ensino de física
Zara, Reginaldo A.
de Oliveira Martins, Claudinéia
Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil
topic_facet PMTU
Meaningful learning
Physics teaching
UEPS
Aprendizagem significativa
Ensino de física
author Zara, Reginaldo A.
de Oliveira Martins, Claudinéia
author_facet Zara, Reginaldo A.
de Oliveira Martins, Claudinéia
author_sort Zara, Reginaldo A.
title Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil
title_short Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil
title_full Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil
title_fullStr Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil
title_full_unstemmed Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil
title_sort potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in brazil
description This article is an excerpt from an investigation developed within the scope of a master’s thesis in Teaching and its main objective is to present a synthesis of a review about dissertations and theses produced in Brazil dedicated to build, apply and analyse Potentially Meaningful Teaching Units (PMTU) in real classroom contexts. The research was based on the Digital Repository of Theses and Disser tations ranging from 2011 to 2018. A total of one hundred and thirteen papers were found, analysed and classified according to their area of knowledge and by level of education. The research results point to the increasing number of works that use PMTU as learning material along the time, in different contexts of science, but with predominance of use in Physics Teaching. On the other hand, when taking a more detailed look at this area of knowledge, one realizes the low number of works developed in the scope of Modern and Contemporary Physics, in contrast to the old and constant discussion about the need for the modernization of Physics teaching con sidering the curriculum revision and an updated content approach.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35311
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