<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132012000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A temática ambiental e as diferentes compreensões dos professores de física em formação inicial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Luciano Fernandes]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Luiz Marcelo de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de Itajubá  ]]></institution>
<addr-line><![CDATA[MG ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>02</numero>
<fpage>369</fpage>
<lpage>383</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132012000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132012000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132012000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Procuramos identificar as concepções dos licenciandos de física em relação à temática ambiental, bem como analisamos as propostas por eles elaboradas e os obstáculos que se lhes apresentam quando decidem tratar alguns aspectos da problemática ambiental em suas atividades de ensino. Os dados foram coletados a partir do desenvolvimento de algumas atividades na disciplina de Prática de Ensino oferecida a alunos concluintes de um curso de Licenciatura em Física de uma universidade pública no estado de São Paulo. Os dados evidenciam que as concepções que os licenciandos elaboram sobre a temática ambiental podem tornar-se obstáculos para a incorporação desses aspectos em suas propostas de ensino. Da mesma forma, não há, por parte dos licenciandos, uma compreensão mais ampla quanto ao significado da temática ambiental, quanto às implicações do movimento ambientalista para as práticas culturais e pedagógicas e possibilidades de exploração de temas ambientais associados a propostas de ensino de física.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we try to identify some conceptions of trainee physics teachers about environmental issues and to analyze physics teaching activities proposed by them when they decide to include environmental themes in their teaching practices. This investigation also allowed us to identify some obstacles that trainee physics teachers had while dealing with environmental problems in their classes. The data collection was carried out through the development of some activities in a class called Practice of Physics Teaching, which is part of the curriculum of an Undergraduate Physics course (Teaching License) of a public university of the state of São Paulo. Data analysis pointed out that future physics teachers' conceptions about environmental issues can prevent them from including such topics in their educational practices. Data analysis also revealed that trainee physics teachers don't have a broad understanding of the significance of environmental issues and the implications of environmentalism for cultural and pedagogical practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Temática Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Física]]></kwd>
<kwd lng="pt"><![CDATA[CTSA]]></kwd>
<kwd lng="en"><![CDATA[Environmental Themes]]></kwd>
<kwd lng="en"><![CDATA[Physics Teaching]]></kwd>
<kwd lng="en"><![CDATA[STS]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2> A tem&aacute;tica ambiental e as  diferentes compreens&otilde;es dos professores de f&iacute;sica em forma&ccedil;&atilde;o inicial.</h2> <h3>Environmental themes and different conceptions of future physics  teachers.</h3>     <p>&nbsp;</p> <h4>Luciano Fernandes Silva,  Luiz Marcelo de Carvalho    <br> </h4> </font>      ]]></body><back>
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