Formação continuada de professores numa visão construtivista: contextos didáticos, estratégias e formas de aprendizagem no ensino experimental de Física

摘要

The present paper discusses the partial results obtained froma research that aimed professional development courses forprimary and secondary school teachers, under a constructivistand hands-on approach. The intention was to analyze howteachers grasp knowledge under such context, what difficultiesemerge and what situations favour their learning process, as wellas to study the consequences of professional development courseson their classroom practices. Thirteen teachers participated onworkshops during which the investigation of electrostaticphenomena was proposed and low cost experimental apparatuswere built, and simultaneously teachers had the opportunityto reflect and analyze their pedagogic practices. Themethodological approach of this investigation was qualitative,data were collected with records of oral and written outcomesfrom researched subjects, as well as records of researchersobservations. The learning context generated in those workshops enabled the identification of both conceptual and linguisticdifficulties, along with other learning forms, such as actionlearning and group action learning. Metacognition processesfostered a critical view upon the mechanisms of scientificknowledge acquisition. It is assumed that the experience and theanalysis of situations that are similar to those proposed tostudents might favour an isomorphism with future classroomactions. This professional development proposal seems promisingas to consolidate methodological changes arisen from teachersnew models and conceptions, different from those regarded astraditional. The analysis of the data regarding the reflectionson teachers practices and how the transposition of methodsand contents to classrooms happened indicate to this sense andwill be covered in a future paper.