SOCIAL REPRESENTATIONS ABOUT ‘BEING PHYSICS TEACHER’ BASED ON KVP MODEL

ABSTRACT:

In this paper we start from the references of Knowledge, Values and Practices to identify conceptions and social representations in Physics undergratuates. We have used 81 propositions structured according to the likert scale. This instrument was applied with 25 begginers students and 10 graduates of the course. The answers were divided into 19 previous indicators and organized in three dimensions: 'epistemology of science'; 'Teaching and learning' and 'training and teaching activity'. In the case of the begginers, the students present contradictory conceptions that may reflect their knowledge and previous representations upon joining the course. Among the graduates, it was possible to identify some differences in conceptions. Still, these differences were progressive, without abrupt breaks with representations presented by the begginers. Finally, our results indicate that a traditional training model, in which pedagogical and didactic knowledge is inserted only later in the course, and not throughout it does not provide an environment conducive to profound changes in these representations.

Keywords:
conceptions; teacher training; begginers students; concluding students; Physics