{"title":"A Case Study on Text Formats in Undergraduate Physics Courses: Focus on a Professor’s Voice","authors":"Joselaine Setlik, Henrique César da Silva","doi":"10.1007/s11191-023-00476-x","DOIUrl":null,"url":null,"abstract":"<p>There are conditions that lead professors to use different text formats in quantum physics courses. Studying these conditions is an important aspect to understand the dynamics of physics pedagogy, and philosophy of science can be used as an orientation to do so. A case study was conducted at a Brazilian initial physics teacher training program. Using a framework based on Fleck’s work, we investigate the thought style of the participating professor regarding reading and textual forms in physics education, as well as the relationship of this thought style with his choice of materials used in class—which may manifest resistances and points of entry for text formats in these contexts. The teaching practices of this professor in two physics courses, which had differing levels of comprehension regarding quantum physics, were analyzed through observations and a qualitative interview. The analysis of the professor’s voice indicated an understanding of texts in disciplines of quantum physics influenced by cultural elements as described by Kuhn’s philosophy on physics pedagogy. However, according to the style of thought that guides his perception of the students’ training needs, entry to other texts (from other levels and digital materials) is promoted. These results can contribute to the development of theories on professors’ choices and attitudes linked to the perception of training needs in undergraduate physics courses, as well as indicating that changes demand collective actions at the institutional level.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 3","pages":"1825 - 1847"},"PeriodicalIF":3.4000,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s11191-023-00476-x","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
There are conditions that lead professors to use different text formats in quantum physics courses. Studying these conditions is an important aspect to understand the dynamics of physics pedagogy, and philosophy of science can be used as an orientation to do so. A case study was conducted at a Brazilian initial physics teacher training program. Using a framework based on Fleck’s work, we investigate the thought style of the participating professor regarding reading and textual forms in physics education, as well as the relationship of this thought style with his choice of materials used in class—which may manifest resistances and points of entry for text formats in these contexts. The teaching practices of this professor in two physics courses, which had differing levels of comprehension regarding quantum physics, were analyzed through observations and a qualitative interview. The analysis of the professor’s voice indicated an understanding of texts in disciplines of quantum physics influenced by cultural elements as described by Kuhn’s philosophy on physics pedagogy. However, according to the style of thought that guides his perception of the students’ training needs, entry to other texts (from other levels and digital materials) is promoted. These results can contribute to the development of theories on professors’ choices and attitudes linked to the perception of training needs in undergraduate physics courses, as well as indicating that changes demand collective actions at the institutional level.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
