Resumen

YAMAZAKI, Sérgio Choiti  y  YAMAZAKI, Regiani Magalhães de Oliveira. EXPERIMENTS IN PHYSICS TEACHING: an epistemological analysis. Rev. Exitus [online]. 2017, vol.7, n.3, pp.38-63.  Epub 21-Mayo-2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2017v7n3id348.

In this paper we present an empirical research with students of a initial training course of physics teachers of a public university of the State of Mato Grosso do Sul. The objective of the investigation was to identify the conceptions of the students of a class of first year of the course with respect to the use of experiments and its relations with the teaching and learning of Physics, from an epistemological perspective. This research was motivated by the need for a discussion about the aspects that permeate the didactic laboratory, in view of the similarity between the spontaneous conceptions of students found in the literature of the area and the opinions of the students beginning in the Physics course, some years ago. The analysis was based on the analogy made by Fernando Becker, which concerns the relations between the conceptions about doing science and those related to teaching learning, and on the critical epistemology of Gaston Bachelard. The results point to the presence of ambiguous epistemological conceptions among the students, which refers to the need for reformulation regarding the training courses of physics teachers. In the sequence, we discussed the initial formation of teachers according to researchers in the field of science education, epistemologists and sociologists of science. Finally, some suggestions are made for undergraduate courses in Physics, with the aim of minimizing the formation or permanence of common sense about this science and its teaching learning.

Palabras clave : Experiments in Physics teaching; Epistemology; Spontaneous Conceptions; Didactics of Science.

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