¿Cómo representan la Física los futuros docentes? Un análisis de palabras e imágenes.
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| Title: | ¿Cómo representan la Física los futuros docentes? Un análisis de palabras e imágenes. |
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| Authors: | Zorrilla, Erica Gabriela1 ericagabriela@gmail.com, Mazzitelli, Claudia Alejandra1,2 |
| Source: | Latin-American Journal of Physics Education. Sep2025, Vol. 19 Issue 3, p1-7. 7p. |
| Subject Terms: | *Teacher training, *Science education, *Physics education, *Experiential learning, Pinhole cameras, History of science, Collective representation |
| Abstract (English): | Physics teaching faces the challenge of transcending the transmission of disciplinary knowledge to integrate a historical, contextual and experiential understanding. This article proposes the use of interdisciplinary Experimental Practical Works, such as the one carried out in the framework of a workshop with first-year students of the Physics Teaching Degree, where work with pinhole photography was combined with the investigation of social representations about Physics, to enrich the training of future teachers. The participants answered an initial questionnaire and built pinhole cameras, took photographs that represented their perception of Physics and developed the images through chemical processes. Thus, social representations were analyzed from graphic and discursive expressions, allowing a deep approach to their meanings. The results obtained show that social representations are linked to conceptual aspects and these are expressed through experimental situations and the historical context of the construction of scientific knowledge. This representation is an input that can favor the initial teacher training process through reflection with students about the connection that these representations could have on their future teaching performance and, therefore, their influence on the teaching and learning of Physics. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | La enseñanza de la Física enfrenta el desafío de trascender la transmisión de conocimientos disciplinares para integrar una comprensión histórica, contextual y experiencial. Este artículo propone el uso de Trabajos Prácticos Experimentales interdisciplinarios, como el realizado en el marco de un taller con estudiantes de 1er año del Profesorado en Física, donde se combinó el trabajo con fotografía estenopeica con la indagación de representaciones sociales acerca de la Física, para enriquecer la formación de los futuros docentes. Los participantes respondieron un cuestionario inicial y construyeron cámaras estenopeicas, tomaron fotografías que representaban su percepción de la Física y revelaron las imágenes mediante procesos químicos. Así, las representaciones sociales se analizaron a partir de expresiones gráficas y discursivas, permitiendo una aproximación profunda a sus significados. Los resultados resultan un insumo que puede favorecer el proceso de formación docente inicial a través de la reflexión con los estudiantes acerca de la vinculación que estas representaciones podrían tener en su futuro desempeño docente y, por lo tanto, su influencia en la enseñanza y el aprendizaje de la Física. [ABSTRACT FROM AUTHOR] |
| Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191649224 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ¿Cómo representan la Física los futuros docentes? Un análisis de palabras e imágenes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zorrilla%2C+Erica+Gabriela%22">Zorrilla, Erica Gabriela</searchLink><relatesTo>1</relatesTo><i> ericagabriela@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Mazzitelli%2C+Claudia+Alejandra%22">Mazzitelli, Claudia Alejandra</searchLink><relatesTo>1,2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Latin-American+Journal+of+Physics+Education%22">Latin-American Journal of Physics Education</searchLink>. Sep2025, Vol. 19 Issue 3, p1-7. 7p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Pinhole+cameras%22">Pinhole cameras</searchLink><br /><searchLink fieldCode="DE" term="%22History+of+science%22">History of science</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+representation%22">Collective representation</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Physics teaching faces the challenge of transcending the transmission of disciplinary knowledge to integrate a historical, contextual and experiential understanding. This article proposes the use of interdisciplinary Experimental Practical Works, such as the one carried out in the framework of a workshop with first-year students of the Physics Teaching Degree, where work with pinhole photography was combined with the investigation of social representations about Physics, to enrich the training of future teachers. The participants answered an initial questionnaire and built pinhole cameras, took photographs that represented their perception of Physics and developed the images through chemical processes. Thus, social representations were analyzed from graphic and discursive expressions, allowing a deep approach to their meanings. The results obtained show that social representations are linked to conceptual aspects and these are expressed through experimental situations and the historical context of the construction of scientific knowledge. This representation is an input that can favor the initial teacher training process through reflection with students about the connection that these representations could have on their future teaching performance and, therefore, their influence on the teaching and learning of Physics. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: La enseñanza de la Física enfrenta el desafío de trascender la transmisión de conocimientos disciplinares para integrar una comprensión histórica, contextual y experiencial. Este artículo propone el uso de Trabajos Prácticos Experimentales interdisciplinarios, como el realizado en el marco de un taller con estudiantes de 1er año del Profesorado en Física, donde se combinó el trabajo con fotografía estenopeica con la indagación de representaciones sociales acerca de la Física, para enriquecer la formación de los futuros docentes. Los participantes respondieron un cuestionario inicial y construyeron cámaras estenopeicas, tomaron fotografías que representaban su percepción de la Física y revelaron las imágenes mediante procesos químicos. Así, las representaciones sociales se analizaron a partir de expresiones gráficas y discursivas, permitiendo una aproximación profunda a sus significados. Los resultados resultan un insumo que puede favorecer el proceso de formación docente inicial a través de la reflexión con los estudiantes acerca de la vinculación que estas representaciones podrían tener en su futuro desempeño docente y, por lo tanto, su influencia en la enseñanza y el aprendizaje de la Física. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191649224 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: por Text: Portuguese PhysicalDescription: Pagination: PageCount: 7 StartPage: 1 Subjects: – SubjectFull: Teacher training Type: general – SubjectFull: Science education Type: general – SubjectFull: Physics education Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Pinhole cameras Type: general – SubjectFull: History of science Type: general – SubjectFull: Collective representation Type: general Titles: – TitleFull: ¿Cómo representan la Física los futuros docentes? Un análisis de palabras e imágenes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zorrilla, Erica Gabriela – PersonEntity: Name: NameFull: Mazzitelli, Claudia Alejandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 18709095 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Latin-American Journal of Physics Education Type: main |
| ResultId | 1 |
