Manuals Aimed at Guiding Teachers in Teaching Physics for the Initial Grades of Elementary School.

Autor/inn/en	Garcia, Tânia Maria F. Braga; Nascimento, Fernanda Esthenes
Titel	Manuals Aimed at Guiding Teachers in Teaching Physics for the Initial Grades of Elementary School.
Quelle	Aus: Bagoly-Simó, Péter (Hrsg.); Sikorová, Zuzana (Hrsg.): Textbooks and educational media: perspectives from subject education. Proceedings of the 13th IARTEM conference 2015, Berlin. Cham: Springer (2021) S. 202-210Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-80345-2
Schlagwörter	Inhaltsanalyse; Brasilien; Grundschule; Inhaltsanalyse; Lehrerbildung; Lernen; Physikunterricht; Schulbuch; Didaktik; Lehren; Handbuch; Grundschule; Lehrerbildung; Lernen; Didaktik; Lehren; Schulbuch; Physikunterricht; Handbuch; Brasilien
Abstract	This empirical study is part of a project developed by the Research Group on Didactic Publications of the Universidade Federal do Paraná, aimed at listing and analyzing didactics manuals produced in Brazil. The objective of the analyzed manuals is to guide teachers in teaching the specific contents of different school disciplines. They aimed to support teachers' basic and continued education in learning how to teach. They can be understood as visible elements of the disciplinary code for the disciplines related to didactics and teaching methodologies, and could contribute to understanding how different ways of teaching and learning have spread throughout Brazilian school culture over time. From the beginning of the twentieth century, this type of pedagogical literature has informed school culture and it continues to be published until today, being sold in bookshops or as part of governmental programs for public school teachers. In this chapter, we present the results of a content analysis of two manuals for physics teaching in the initial grades of elementary school. The study showed that elements of the active school continue, particularly the view concerning the central tole of students during teaching and learning, as well as the concern for contextualizing content in relation to the students' interests and lives.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1