<?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>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000500113</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n5a14</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino remoto de Física e temas CTSA: compreensões de licenciandos acerca de práticas pedagógicas contextualizadas]]></article-title>
<article-title xml:lang="en"><![CDATA[Online Physics Teaching and STSE themes: undergraduates students&#8217; understanding of contextualized pedagogical practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de Física virtual y los temas CTSA: comprensiones de estudiantes de grado sobre prácticas pedagógicas contextualizadas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Gabriel Lisboa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Luciano Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Itajubá  ]]></institution>
<addr-line><![CDATA[Itajubá Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Itajubá  ]]></institution>
<addr-line><![CDATA[Itajubá Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>5</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000500113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000500113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000500113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente pesquisa possui natureza qualitativa, cujo objetivo é identificar e analisar compreensões de licenciandos sobre abordagens contextualizadas para o Ensino de Física de cariz CTSA, no contexto de aulas remotas. Essa investigação teve como objeto de estudo documentos produzidos por licenciandos das disciplinas de Instrumentação para o Ensino de Física I e II, de uma universidade pública localizada no sul estado de Minas Gerais. Nessas disciplinas, os licenciandos devem elaborar e aplicar um projeto de ensino construído a partir da abordagem CTSA e apresentar reflexões escritas sobre o trabalho realizado. Como resultado, identificamos que as experiências com o ensino remoto podem ter acentuado percepções mais céticas em relação às abordagens de temas contextuais. É imprescindível que novas investigações sejam realizadas no sentido de compreender os impactos do ensino remoto emergencial na formação de professores. Em particular, para a proposição de abordagens contextuais em disciplinas científicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative research aimed to identify and to analyze undergraduate students&#8217; understanding of contextualized approaches based on STSE themes for Physics teaching in the online context. The object of this investigation was the documents formuleted by the students during two disciplines named Instrumentation for Physics Teaching I and II, from a public university located in the south of the state of Minas Gerais. Within the disciplines, students must build and apply a teaching project based in the STSE approach and present written reflections related with these activities. As a result, we identified that experiences with online teaching can intensify students&#8217; skepticism regarding the contextualized themes approach. Finally, it is very important to produce new research to understands the impacts of online teaching modality on the teaching training process. In special, propositions that consider the development of contextual approaches in scientific&#8217;s disciplines.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación tiene un carácter cualitativo, cuyo objetivo es identificar y analizar comprensiones de estudiantes de grado sobre enfoques contextualizados para la Enseñanza de la Física de carácter CTSA, en el contexto de clases a distancia. Esta investigación tuvo como objeto de estudio documentos producidos por estudiantes de grado de las disciplinas de Instrumentación para la Enseñanza de la Física I y II, de una universidad pública ubicada en el sur del estado de Minas Gerais. En estas disciplinas, los estudiantes de pregrado deben elaborar y aplicar un proyecto docente basado en el enfoque CTSA y presentar por escrito reflexiones sobre el trabajo realizado. Como resultado, identificamos que las experiencias con la enseñanza a distancia pueden haber acentuado percepciones más escépticas con respecto al abordaje de temas contextuales. Es imperativo que se lleven a cabo nuevas investigaciones para comprender los impactos de la enseñanza remota de emergencia en la formación docente. En particular, por proponer enfoques contextuales en las disciplinas científicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação CTSA]]></kwd>
<kwd lng="pt"><![CDATA[Temas Contextuais]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="en"><![CDATA[STSE Education]]></kwd>
<kwd lng="en"><![CDATA[Contextual Themes]]></kwd>
<kwd lng="en"><![CDATA[Teaching Training]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="es"><![CDATA[Educación CTSA]]></kwd>
<kwd lng="es"><![CDATA[Temas Contextuales]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Abordagem de temas no ensino médio: compreensões de professores de Física 1]]></article-title>
<source><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></source>
<year>2012</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-69</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
