O Mestrado Nacional Profissional em Ensino de Física (MNPEF): uma experiencia em larga escala no Brasil

• Marco Antonio Moreira ^[3] ; Nelson Studart ^[1] ; Deise Miranda Vianna ^[2]
  1. [1] Universidade Federal do ABC

     Universidade Federal do ABC

     Brasil

     
  2. [2] Universidade Federal do Rio de Janeiro

     Universidade Federal do Rio de Janeiro

     Brasil

     
  3. [3] Universidade Federal do Rio Grande Sul

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• Localización: Latin-American Journal of Physics Education, ISSN-e 1870-9095, Vol. 10, Nº. 4, 2016
• Idioma: portugués
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El Programa de Maestría Nacional Profesional en Enseñanza de la Física -MNPEF (ProFis)- es, como sugiere el título, un programa nacional de carácter profesional dirigido a profesores de Enseñanza Media y Fundamental1 , enfocado en la mejora de la Enseñanza de la Física en el país. Es una iniciativa de la Sociedad Brasileña de Física (SBF) y está coordinado por la misma. Las actividades empezaron en agosto de 2013 con la participación de varias Instituciones de Enseñanza Superior que constituyeron 21 Polos Regionales en donde tienen lugar las actividades de enseñanza y desarrollo del Programa, con cerca de 300 profesores estudiantes. Actualmente el programa cuenta con 63 Polos y cerca de 900 profesores estudiantes de maestría. Todos los que son de escuelas públicas tienen becas de estudio. El apoyo es de la Coordinación de Perfeccionamiento de Personal de Enseñanza Superior (CAPES), una agencia del Ministerio de Educación de Brasil.

  • English

    This work describes the design and application of written simulators as evaluation tools through the technique of problem solving. The written simulator is considered a 'conceptual labyrinth', whose 'entry' is an initial scene that proposes a problem to solve. In order to propose his solution, the apprentice chooses options that are 'corridors' by which he constructs his 'route' to 'exit' the labyrinth. Output is the solution to the initial problem. When the apprentice chooses a runner who brings him to the correct solution, he moves on to the following options and continues with the decision making process to advance his exit route. If, on the other hand, an option does not bring you to the correct answer, you are given information and can redirect your route from the feedback received. In general, there is no single route and the learner can leave the maze or respond to the initial problem by following different paths. In this work, the conceptual labyrinth is proposed as an instrument of formative evaluation to identify, through the routes followed, the successes and difficulties in learning. Illustrative examples are two conceptual labyrinths for high school students, one on Newtonian theory of gravitation and the other on special and general relativity theories