scholarly journals LESSON STUDY IN PRE-SERVICE PHYSICS TEACHERS’ EDUCATION: A CASE IN BRAZIL

2020 ◽  
Vol 17 (2) ◽  
pp. 139-152
Author(s):  
Micaías Andrade Rodrigues ◽  
Agnaldo Arroio
Keyword(s):  
Lesson Study ◽  
Basic Education ◽  
Physics Teaching ◽  
Teaching Improvement ◽  
Physics Teachers ◽  
New Approach ◽  
Physics Teacher ◽  
Collective Work ◽  
Field Notes ◽  
Pre Service Teacher

Lesson study (LS) is a teaching improvement process that began in Japan more than 100 years ago. As the LS is still a new approach in the Brazilian context, this paper will discuss how it could be implemented in the pre-service physics teacher training. To accomplish this, a group was created with 6 pre-service teachers who held 11 meetings, which integrated two LS cycles. The data for this research were collected through field notes and materials produced by pre-service physics teachers. The collected data were analyzed by Bardin's content analysis. According to the results obtained, it highlighted that pre-service teachers had gaps in knowledge about the basic contents of Physics and LS showed that collective work with peers could promote reflection and enable classes that were closer to the students' reality, minimizing the difficulty and rejection by Physics in basic education, improving the students’ learning. Keywords: lesson study, Physics teaching, pre-service teacher, supervised internship, teacher education

scholarly journals Inovação pedagógica e tecnológica na formação inicial de professores

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Charles Dos Santos Guidotti ◽  
Luiz Fernando Mackedanz
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Educational Practice ◽  
Communication Technologies ◽  
Initial Training ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Physics Courses ◽  
Information And Communication ◽  
Training Courses

Resumo: Este artigo analisa a forma e os desafios de inserção das Tecnologias de Informação e Comunicação (TIC) na formação inicial de professores de Física. O objetivo geral é investigar os cursos de formação de professores, em nível de graduação, quanto aos conhecimentos referentes às TIC em sua base curricular, assim como compreender quais são os desafios desses cursos para proporcionar tal formação com qualidade. Partimos da hipótese de que os cursos de formação de professores de Física estão proporcionando poucos momentos que possibilitam problematizar as TIC durante a formação do educador, o qual não estaria percebendo a importância desses recursos e dos conhecimentos inerentes a eles, bem como a contribuição que possibilitam à prática educativa. Desse modo, essa investigação está focada na formação do futuro professor de Física da Educação Básica para o uso das TIC. Para isso, focalizamos a investigação nos cursos de licenciatura em Física de cinco universidades federais do RS, analisando os projetos pedagógicos desses cursos e realizando entrevistas com professores formadores dessas instituições. Esta pesquisa confirmou a necessidade de pensarmos em uma estrutura formativa menos fragmentada, em que as TIC – e não só elas – sejam discutidas em diferentes contextos e ambientes, de forma a permear todo o curso de formação. Palavras-Chave: Formação de Professores. Ensino de Física. Tecnologias de Informação e Comunicação. PEDAGOGICAL AND TECHNOLOGICAL INNOVATION IN TEACHERS’ INITIAL FORMATION Abstract: This article looks at the way and the challenges of integration of Information and Communication Technologies (ICT) in Physics teachers initial training. The overall objective is to investigate teacher training courses at the undergraduate level, as the knowledge related to ICT in their curriculum base, as well as understand what are the challenges for these courses provide such training quality. Our hypothesis is that the Physics teacher initial training courses are providing few moments that make it possible to question the ICT during the formation of the educator, which would not realize the importance of these resources and inherent knowledge as well as the contribution that enable the educational practice. Thus, this research is focused on the training of future Physics teachers in Basic Education in order to use ICT. Then, we focus on research in undergraduate Physics courses in five Federal Universities of the state of Rio Grande do Sul, in order to analyze the educational projects of these courses and to conduct interviews with teachers trainers of these institutions. This research confirmed the need to think of a less fragmented structure training in ICT - and not only them – will be discussed in different contexts and environments in order to permeate the whole training course. Keywords: Teacher Initial Training. Physics Teaching. Information and Communication Technologies.  

scholarly journals Studi ketercapaian KKNI guru fisika dan refleksinya dalam pembelajaran berbasis creative skill

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Muhammad Jhoni
Keyword(s):  
Educational Research ◽  
New Physics ◽  
Guidance And Counseling ◽  
Teacher Competence ◽  
Sufficient Criterion ◽  
Physics Teaching ◽  
Laboratory Equipment ◽  
Physics Teachers ◽  
Physics Teacher ◽  
Qualitative Descriptive

Tujuan penelitian ini mengungkapkan: (1) ketercapaian kompetensi guru fisika Prodi Pendidikan Fisika UNSRI terhadap KKNI dan (2) reflektifnya dalam pembelajaran fisika berbasis creative skill. Penelitian ini merupakan  survei yang dilakukan di Kota Palembang. Subjek penelitian 12 guru fisika di bawah lima tahun dari kelulusannya, 12 guru senior fisika, dan 364 siswa. Data dikumpulkan melalui angket, observasi, dokumentasi, dan wawancara, dianalisis dengan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian: (1) ketercapaian kompetensi guru lulusan Prodi Pendidikan Fisika UNSRI, sudah mencapai KKNI level enam dengan kriteria cukup untuk deskriptor pertama, baik untuk deskriptor kedua, ketiga, dan keempat, dengan keunggulan pada kompetensi memanfaatkan ICT, profesional dan pedagogik, bimbingan dan konseling, kompetensi sebagai guru fisika, kompetensi kepribadian dan sosial, dan kelemahan pada kompetensi menggunakan peralatan laboratorium, dan menerapkan penelitian pendidikan dalam pembelajaran fisika; serta (2) tingkat reflektifnya dalam pembelajaran fisika berbasis creative skill dalam kriteria baik pada dimensi produk, proses dan kepribadian guru. Kata Kunci: kompetensi, guru fisika, KKNI level enam ACHIEVEMENT INQF AND REFLECTIONIN CREATIVE SKILL-BASED PHYSICS TEACHINGAbstract      This research aims to reveal: (1) achievement of competence of physics teachers of graduation UNSRI to KKNI level six and (2) their reflection to the creative skill-based physics teaching. This research is a survey conducted in the Palembang city. The Subjects were 12 new physics teachers, 12 senior physics teachers, and 364 students. Data were collected through questionnaires, observation, documentation, and interviews, and analyzed with quantitative and qualitative descriptive. Results showed: (1) achievement of the competence of physics teachers, has reached KKNI level six with sufficient criterion for the first descriptors, and good for the second, third and fourth descriptors, with competence strength in utilizing ICT, professional and pedagogic, guidance and counseling, as a physics teacher competence, personal competence and social competence and competence weakness in using laboratory equipment, and applying educational research; and (2) their reflection to the creative skill-based physics teaching include in the good category.Keywords: competency, physics teacher, INQF level six

scholarly journals Key Competencies of Physics Teachers

2020 ◽  
Vol 11 (1) ◽  
pp. 28
Author(s):  
Tingting Liu ◽  
Haibin Sun
Keyword(s):  
Curriculum Reform ◽  
Scientific Literacy ◽  
Basic Education ◽  
Literacy Education ◽  
Learning Ability ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Life Long Learning ◽  
Key Competencies ◽  
Physics Knowledge

In China, the main goal of basic education curriculum reform is to develop students' key competencies. The physics teaching directed by key competencies would not only aim at the memory and reappearance of physics knowledge but also the application of physics knowledge and methods. As teachers who guide students' learning and implement teaching activities, the improvement and development of their key competencies plays an important role in the development of students. The key competencies of physics teachers consist of physics literacy, education and teaching literacy, scientific literacy, humanistic literacy, information literacy, and life-long learning ability.

scholarly journals La Metodología Lesson Study en un Contexto Universitario. Una Experiencia para Mejorar las Prácticas de Aula

2018 ◽  
Vol 7 (1) ◽  
pp. 87
Author(s):  
Gloria Braga Blanco ◽  
María Verdeja Muñiz ◽  
Adelina Calvo Salvador
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Lesson Study ◽  
Teaching And Learning ◽  
University Teaching ◽  
Final Report ◽  
Teaching Improvement ◽  
Field Notes ◽  
Study Process ◽  
The One

The paper presents the qualitative analysis of a Lesson Study process in Higher Education. The Lesson Study was developed in the degree of Pedagogy in the University of Oviedo in the context of an Interuniversity Project developed over two academic years (2015-16 and 2016-17). The aims of the analysis were two. On the one hand, to identify dilemmas and questions about teaching and learning arose during the LS (describing how participants faced them and analysing them in the light of current debates on university teaching). On the other hand, to discuss the potentials of LS for teaching improvement and professional development in University. Four techniques were used for data collection: natural observation of classroom practices, field notes and diary, interviews with the teacher and focus group. At the end of the process a final report was written.The categorization of data allowed us to identify problematic areas of the lesson, to analyse how participants faced them and to discuss the potentials of the methodology of LS for professional development in Higher Education.

scholarly journals Astronomy Activities of the American Association of Physics Teachers

1990 ◽  
Vol 105 ◽  
pp. 320-322
Author(s):  
Robert J. Dukes
Keyword(s):  
United States ◽  
High School ◽  
American Association ◽  
The United States ◽  
Introductory Physics ◽  
Physics Teaching ◽  
Main Interest ◽  
Physics Teachers ◽  
Physics Teacher ◽  
American Physical

The American Association of Physics Teachers (AAPT) was founded in 1930 by members of the American Physical Society whose main interest was the teaching of physics. Since then its primary goal has remained the improvement of physics teaching at all levels. The Association publishes two journals (American Journal of Physics and The Physics Teacher) and a bulletin (The Announcer). The American Journal of Physics is intended for papers concerning physics teaching at the level of colleges and universities in the United States while The Physics Teacher is concerned primarily with introductory physics, including high-school courses. Two national meetings are held annually as well as numerous regional meetings.

scholarly journals COLLABORATIVE LEARNING THROUGH LESSON STUDY IN PMRI TRAINING FOR PRIMARY SCHOOL PRE-SERVICE TEACHER: THE SIMULATION OF POLYGON MATTER

2022 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Anna Fauziah ◽  
Ratu Ilma Indra Putri ◽  
Zulkardi Zulkardi
Keyword(s):  
Collaborative Learning ◽  
Primary School ◽  
Lesson Study ◽  
Design Research ◽  
Research Subjects ◽  
Field Notes ◽  
Simulation Session ◽  
Collaboration Process ◽  
Pre Service Teacher

Collaborative learning through lesson study has become one of the promising methods for improving the quality of education and improving teachers' quality, likewise with the PMRI approach. The combination of the two in the training for primary school pre-service teachers, specifically in the second simulation session, was observed and reported. This article aims to describe the collaboration process in the second session of the simulations about polygon learning at PMRI training for primary school pre-service teachers. A design research method of the development type was used in this study, only at the preliminary and development or prototyping phase. The research subjects are students of Primary School Pre-service Teachers of Sriwijaya University that consisted of eight students for the small group and 32 students for the field test. Data was collected through documentation, observation, and field notes. The result showed that there were good collaboration occurs between researcher-lecturer, lecturer-student, and between students at the plan-do-see-redesign stage of the lesson study.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

2017 ◽  
Vol 48 (3) ◽  
pp. 261-299 ◽  
Author(s):  
Catherine Lewis ◽  
Rebecca Perry
Keyword(s):  
Randomized Controlled Trial ◽  
Elementary Teachers ◽  
Teacher Leadership ◽  
Lesson Study ◽  
Controlled Trial ◽  
Scale Up ◽  
Linear Representation ◽  
The United States ◽  
New Approach ◽  
Randomized Controlled

An understanding of fractions eludes many U.S. students, and research-based knowledge about fractions, such as the utility of linear representation, has not broadly influenced instruction. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study supported by a fractions lesson study resource kit or to 1 of 2 control conditions. Educators (87% of whom were elementary teachers) self-managed learning over a 3-month period. HLM analyses indicated significantly greater improvement of educators' and students' fractions knowledge for teams randomly assigned to lesson study with resource kits. Results suggest that integrating researchbased resources into lesson study offers a new approach to the problem of “scale-up” by combining the strengths of teacher leadership and research-based knowledge.

scholarly journals PENERAPAN LESSON STUDY UNTUK MENINGKATAN KEMAMPUAN MENGAJAR MAHASISWA CALON GURU FISIKA

2015 ◽  
Vol 20 (1) ◽  
pp. 27
Author(s):  
Rif’ati Dina Handayani ◽  
Agung Ryskiadi ◽  
Ali Machrus ◽  
Rifan Acik
Keyword(s):  
High Schools ◽  
Collaborative Learning ◽  
Lesson Study ◽  
Teaching Practice ◽  
Junior High Schools ◽  
Development Model ◽  
Physics Teacher ◽  
Teaching Ability ◽  
Study Implementation ◽  
The Subject

Lesson study is a development model for educators through sustainable and  collaborative learning. Lesson study was conducted in three phases, namely the plan, do, see phase, in which these phases were implemented in a structured, cyclical and continuous manner. In this study, the subject of lesson study implementation were four Physics pre- service conducted teaching practice in one of public junior high schools in Bondowoso. Results showed that lesson study implementation enhance these physics pre-service teachers teaching ability from poor to excellent.Keywords: Lesson Study, Pre-service Physics Teacher, Teaching AbilityABSTRAKLesson study merupakan suatu model pengembangan kemampuan mengajar melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan. Lesson study dilaksanakan dalam tiga tahapan, yaitu plan, do, see yang dilaksanakan secara terstruktur, bersiklus dan berkelanjutan. Dalam penelitian ini subjek dari pelaksanaan lesson study adalah empat orang  mahasiswa calon guru fisika yang sedang melaksanakan PPL di salah satu SMP Negeri di Bondowoso. Hasil penelitian menunjukkan bahwa penerapan lesson study dapat meningkatkan kemampuan mengajar mahasiswa calon guru fisika dari kriteria kurang baik menjadi kriteria sangat baik.Kata kunci: Calon guru fisika, Lesson Study, Kemampuan Mengajar

scholarly journals Iniciação à docência em Física e as indagações dos estudantes da educação básica - um relato

2020 ◽  
Vol 11 (3) ◽  
pp. 289-300
Author(s):  
Pedro Donizete Colombo Junior ◽  
Daniel Fernando Bovolenta Ovigli ◽  
Sabrina Eleutério Alves
Keyword(s):  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Education Students ◽  
Physics Teaching ◽  
Interest In Science ◽  
The Face ◽  
The One ◽  
Didactic Strategies

Atividades extensionistas que visem propiciar a educação em ciências são cada vez mais presentes em discussões educacionais, sejam como forma de pensar novas roupagens para conteúdos programáticos ou para novos vieses metodológicos e de avaliação dos processos educativos. Este trabalho apresenta e discute a atividade “Pílula da ciência: o conhecimento está no ar!”, desenvolvida no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (PIBID/CAPES), junto a uma escola pública de Uberaba/MG, em parceria com o grupo PIBID-Física-UFTM, com ênfase em suas contribuições à formação dos envolvidos, licenciandos em Física. O objetivo da atividade desenvolvida foi promover uma dinâmica que permitisse, por um lado, ouvir as inquietações e indagações dos estudantes da Educação Básica frente às suas dúvidas em relação ao conhecimento científico e, por outro lado, proporcionar novas vivências em sala de aula por parte de pibidianos, professores em formação. Para tanto, estudantes da Educação Básica depositavam questionamentos (aqui denominados pílulas) sobre temas voltados às Ciências da Natureza em uma caixa de dúvidas, para posterior socialização das respostas em sala de aula com os pibidianos. Evidenciamos que ouvir e discutir as percepções dos estudantes frente à visão que estes têm do conhecimento científico é um caminho promissor para despertar seu interesse pela ciência, sendo os primeiros passos para o letramento científico, além de ser uma estratégia para sensibilizar os futuros professores a considerarem estas abordagens em suas futuras práticas pedagógicas. Palavras-chave: Ensino de Física; Iniciação à docência; Estratégias didáticas   Physics teaching initiation and the students´ questions in basic education - a report   Abstract: Extension activities that aim to provide science education are increasingly present in educational discussions, whether as a way of thinking about new approaches for curricular contents or new methodological biases and evaluation. This paper presents and discusses the activity "Pill of science: the knowledge is in the air!" developed under the Institutional Program of Initiation to Teaching Scholarship (PIBID/CAPES), at a public school in Uberaba, Brazil, in partnership with the PIBID-Physics-UFTM group, with an emphasis on their contributions to the training of those involved, undergraduates in Physics. The objective of the activity developed was to promote a dynamic that would allow, on the one hand, to listen to the concerns and questions of Basic Education students in the face of their doubts regarding scientific knowledge and, on the other hand, to provide new experiences in the classroom by teachers in training. To this end, Basic Education students deposited questions (here called "pills") about topics related to the Natural Sciences in a box of doubts, for later socialization in the classroom with the undergraduates in Physics. We show that listening and discussing students' perceptions of their view of scientific knowledge is a promising way to awaken their interest in science, being the first steps towards scientific literacy, in addition to being a strategy to sensitize future teachers to consider these approaches in their future pedagogical practices. Keywords: Physics Teaching; Teaching Initiation; Didactic Strategies

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