An investigation about pre-service Physics teacher’s conceptual profile of - PowerPoint Presentation

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An investigation about pre-service Physics teacher’s conceptual profile of

timeSc. M. Fernanda Cavaliere R. Sodré1 ; PhD. Cristiano Rodrigues de Mattos21fernanda@if.usp.br ; 2mattos@if.usp.br

São Paulo, BrazilJuly, 2016Slide2

Diversity senses of timeSlide3

Senses of time inside of physical theoriesSlide4

This researchOur research question : How the pre-service physics teachers understand the concept of time?-Science education-Focus of interest: Physics graduation courseSlide5

working stepsHistorical research about senses of time concept (related to the physics graduation course) with examples of human activities.Study and analysis of the program of the graduation course: how time concept is treated/what kind the activities time is present?Grounding- Cultural Historical Activity Theory, Vygotsky, Conceptual ProfileObjective: investigate the conceptions of time presented by pre-service teachers, through interviews, in order to elaborate a proposal for conceptual profile for these samples.Research instrument At the moment: interviews This presentation:Theoretical issuesResearch toolSlide6

Theoretical issuesSlide7

Subject-object: dialectical binomial Subject exists together with object in a dialectical movement Subject transforms himself and the reality of time reciprocally, dialectically Man’s consciusness is expanded and the reality of time is transformed, becoming qualitatively different, more complexSlide8

Cultural Historical Activity Theory Human activities and consciousness are determined dialectically.Awareness, personality and typically human potential: transformation of reality (subject-object).Activities are subject to contradictions, are dynamic and openActivities chainSlide9

Regarding to our historical research:example of conception of time in movementNorbert Elias (2010)Slide10

Societies without calendars (Elias, 2010)temporal references were based on biological processes such as hunger, sleep, thirst, cold, etc. They are related to natural phenomena: tide, drought, rain, among others.There isn’t notion of irreversibility of time - human consciousness was more affected by the repetition of the same sequenceTime: cyclical, non continuous and qualitative Time related to natural phenomena:Meaning and sense of the concept linked to human activities, which in turn is linked to consciousnessActivities are going to influence the way these people are in the world and together with the worldconcept of time related activities and their chains: hunting/agricultureSlide11

time related to its measure (Elias, 2010)Need of trading, urbanization: time is understood as uniform, continuous, linear and quantitative flow, and be accompanied by a sense of irreversibility.(...) through watches, it’s a kind of message that a human group addresses to each of its individual members. (...) the symbols on the display give me information on various aspects of cosmic, for example, the position of sun and Earth in succession of his movements. They (watches) inform me if it is day or night, morning or afternoon. The time has, therefore, a symbolic representation of a vast network of relationships (Elias, N. 2010, p.16-17)Activities chainmaps of time activitiesSlide12

maps of time activitiesHigh level synthesis of timeCarry many human relationsSequence of chains activities gives life to time concept30 – 07 - 2016Slide13

Model of Conceptual Profile A model to express different interpretations of a conceptDifferent sociohistorically constructed modes of thinking concepts coexist in an individual even after formal educationComplex conceptual profile (Mattos, 2014)Slide14

conceptcomplexmovementeach facet:zoneeach zone has 3 dimensions:many facetsOntologicalEpistemologicalAxiologicalSlide15

Dimensions of complex conceptual profile Ontological dimension: nature of objects. Refers to the question of "what is" the object. Epistemological dimension: “how" a person knows an object, relating it to the history and philosophy of science.Axiological dimension: values and goals assigned to object. Slide16

Dimensions of complex conceptual profile Ontological dimension: the nature of objects. Refers to the question of "what is" the object. Epistemological dimension: This dimension is “how" the person knows an object, relating it to the history and philosophy of science.Axiological dimension: refers to the values and goals assigned to object. It is the question of "why" of choices, motivations and intentions within which the concept is used by the subject.Slide17

Conceptual profileteaching and learningactivitylearning orders Teachers should be able to:Stablish relations among their zonesUnderstand differents contexts of useRealize differences between it’s aspectsExpand notion of time to their studentsRodrigues; Mattos (2007a,b); Rodrigues; Mattos (2010)Slide18

Learning ordersMarkers of the conceptual profile dynamicsRelation to consciousnessRodrigues; Mattos (2007a,b); Rodrigues; Mattos (2010)1st order: one zone related to a specific context (“enveloped”)2nd order: more zones and contexts are accessed (“enveloped”)3rd order: awareness of the relations between zones and possible contexts of use. Ability to formulate and interpret statements in different situationsSlide19

MethodologySlide20

Initial hypothesisThe most acessible zone by pre-service physics teachers will be related with mechanical timeSlide21

Our samplestudents of all years of the graduation course in Physics (University of São Paulo)Until this moment:

Group 1:

Mechanics (6 students)

Group 2:

Mechanics

Thermodynamics (1 student)

Group 3:

Mechanics

Thermodynamics

Special

Relativity (3 students)

Group 4:

Mechanics

Thermodynamics

,

Special

Relativity

Modern Physics (5 students)Slide22

Our sampleStudents of all years of the graduation course in Physics (University of São Paulo)Criteria for selection of participants:They must be attending their first collegeGraduation should play a important role in relation to other activities the students may haveThey are supposed to fill in questionnaireSlide23

Data collection instrumentsome senses and meanings of time seems naturalLocal interviews: IFUSPgenetic scales (Vygotsky)dimensions of complex conceptual profileResearch tool: interviewSlide24

Genetic method Man's behavior is product development scales: a continuous development in which processes occur at different time scales:phylogenesisontogenesissociogenesismicrogenesisSlide25

MicrogenesisContexts included: short events. Situations that have occurred in the person's home, in your school, family, and specific situations experienced by the person.SociogenesisContexts included: long events. Situations that have occurred in the community, the society in which the person lives. Here are no specific situations of the person, but common to their community.Ontogenesislong events: situations that have occurred in the history of societies.Phylogenesislong events: situations that have occurred in the history of the human species.Genetic ScalesSlide26

Genetic ScalesMicrogenesisSociogenesisOntogenesisPhylogenesisSlide27

matrizOntologicalEpistemologicalAxiologicalMicrogenesisContexts included: short events. Situations that have occurred in the subject's home, in your school, familySociogenesismost enduring events. Situations that have occurred in the community, the society in which the subject lives.Ontogenesislogos events: situations that have occurred in the history of societiesPhylogenesisEvents logos: situations that have occurred in the history of mankind.What is time for you? How can a creature of the human specie, in a totally dark place, notice time? JustifyHow time was valued in human civilizations throughout history?Without watches, how people of your society and culture could measure time? JustifySlide28

Our specific objectives (challenges):identify in the answers of the participants the presence of different genetic scales.if we compare students of first and last year: will students of last year achieve more genetic levels?establish relations between the notion of learning orders and answers we got.Slide29

z Examples of answersSlide30

(Student 8, Group 3) 1. what is time for you ?I think time is a ... I don’t know ... it's something ... yeah, it's something that is an absolute, in my opinion, relatively, so as Einstein described that the time for me it’s not the same time to another observer (..) But it’s absolute in essence, I think ... like space, and the space is absolute, and should be considered absolute to explain some phenomena, the time also, I think.(...)It’s something like the ether! I don’t know, a very broad thing!microgenesisontogeneticalSlide31

(Student 3, Group 4) As a human being, in a totally dark place, how would a person notice time? Justify(...) I think we don’t need to limit yourself to see, to realize the passage of time. Yeah ... if we could realize the passage of time through the changes in the environmentBut you can’t see any change!(...) I'm thinking ... in this situation, then I find it even harder to understand, I think I wouldn’t notice time. epistemological e ontologicalphilogenesisSlide32

(Student 14, Group 4)Concerning past, present and future, how do you notice they are present in the theories of physics?I've seen it once ... I do not remember, I remember something ... be present in the center, a cone... opening, as a cone… the future and the past was a cone reaching (...) But ... also has to do with relativity, it was ... I do not remember what book it was.epistemologicalmicrogenesisSlide33

(Student 9, Group 3)We are inside in a capitalist system. I think, if we like it or not, every citizen ends up having to ... we have to work, to earn money, to eat, to wear, to buy, and we have to study, if not, you will not be hired by the company, (…) I have to produce, if not, I'll be fired (...)(...) we like it or not, the whole society is inserted (in the system) even if you don’t want it. Even for people in the countryside, because they have to find a way to have income, you know? SociogenesisAxiologicalWho values time the most in your society and culture? why? Slide34

Some remarks 3 students that attended to Relativity course find it hard to get away from Newton comprehension of the timeOnly 3 out of 9 students were able to relate time to Thermodynamics.Student said it was not possible to notice time in a completely dark room.Slide35

Next steps Pursue the notion of time in a historical research related to the current graduation courseInterviews and transcriptsAnalysis and categorization of dataSlide36

We intend to point of the Physics graduation course at University of São Paulo:mechanical vision x reflectiondoes not favor dialogue in the classroomofuscates the complexity and historicity of this concept, and don’t discuss different senses and meanings, which are sometimes contradictory as the reversible time (mechanical), "arrow of time" (Thermodynamics), etc.Considerations