<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172003000200097</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172003050203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONCEPÇÕES TEÓRICO-METODOLÓGICAS NO LABORATÓRIO DIDÁTICO DE FÍSICA NA UNIVERSIDADE DE PASSO FUNDO]]></article-title>
<article-title xml:lang="en"><![CDATA[THEORETICAL-METHODOLOGICAL CONCEPTIONS IN THE DIDACTIC LABORATORY OF PHYSICS AT PASSO FUNDO UNIVERSITY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci Werner da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Casca RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2003</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2003</year>
</pub-date>
<volume>5</volume>
<numero>2</numero>
<fpage>97</fpage>
<lpage>108</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172003000200097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172003000200097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172003000200097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto consiste na reflex&#227;o acerca do processo ensino-aprendizagem da F&#237;sica no &#226;mbito das atividades pr&#225;ticas/experimentais desenvolvidas em laborat&#243;rio did&#225;tico nos cursos de gradua&#231;&#227;o da Universidade de Passo Fundo. O objetivo principal consiste em elucidar as concep&#231;&#245;es te&#243;rico-metodol&#243;gicas dos professores de F&#237;sica desta institui&#231;&#227;o que utilizam aulas pr&#225;ticas/experimentais na sua a&#231;&#227;o docente. Fundamenta-se tal estudo na perspectiva dos processos cognoscitivos de aprendizagem, no processo de transposi&#231;&#227;o did&#225;tica e na identifica&#231;&#227;o do laborat&#243;rio em quest&#227;o frente aos tipos de laborat&#243;rio e &#224;s abordagens dadas no ensino de F&#237;sica experimental do Brasil. A investiga&#231;&#227;o decorre de entrevistas semi-estruturadas cujos dados coletados apontaram que o grupo de professores investigado atribui significativa import&#226;ncia &#224;s aulas pr&#225;ticas/experimentais e que tais atividades t&#234;m possibilitado a apropria&#231;&#227;o dos conceitos e fen&#244;menos f&#237;sicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present work addresses the theoretical-methodological conceptions from professors who adopt the physics didactic laboratory in their teaching practice in undergraduation courses at Passo Fundo University. It focuses on their theoretical basis and methodol ogy, relating it to the teaching-learning process. We considered the focus adopted by professors, the equipments that were used, and professors' objectives when developing experimental activities in physics teaching. This study was based on the perspective of cognitive processes of learning, the didactic transposition process, the identification of the laboratory adopted within different types of laboratories, and the different ap proaches to experimental physics teaching in Brazil. The data sources were semi-struc tured interviews. The results indicate that the professors who participated in the study consider experimental classes more relevant in their teaching, and that those activities make possible understanding concepts and physical phenomena.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino experimental]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino de física]]></kwd>
<kwd lng="pt"><![CDATA[metodologia de ensino.]]></kwd>
<kwd lng="en"><![CDATA[experimental teaching]]></kwd>
<kwd lng="en"><![CDATA[physics teaching]]></kwd>
<kwd lng="en"><![CDATA[college level education]]></kwd>
<kwd lng="en"><![CDATA[teaching methodology.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
