Didactic transposition and teacher’s dilemmas arising on Physics for non-physicists teaching

Authors

  • Beatriz Milicic U. N. Patagonia Austral, Unidad Académica Río Gallegos
  • Graciela Utges U. N. Rosario, Grupo TIDCyT
  • Bernardino Salinas U. València, Depto. Didáctica y Organización Escolar
  • Vicente Sanjosé U. València, Depto Didáctica de las Cs Experimentales

Keywords:

didactic transposition, Physics for non-physicists, Physics teaching, academic culture, academic identity, teacher thinking.

Abstract

This work describes a research centered on dilemmas that university teachers face when they teach Physics in careers where this discipline is not the main one. We explored the didactic actions designed by teachers in those contexts, looking for the factors that could cause and/or condition the observed acting patterns. We built a theoretical model from a cultural perspective: we propose that the academic culture shapes the teacher thinking, which is reflected on his classroom practice. Three reference axes are considered: the notion of academic culture, the study of teacher thinking and the didactic transposition theory. The methodological design was centered on case studies.

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Published

2016-10-17

How to Cite

Milicic, B., Utges, G., Salinas, B., & Sanjosé, V. (2016). Didactic transposition and teacher’s dilemmas arising on Physics for non-physicists teaching. Investigations in Science Education, 13(1), 7–33. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/417

Issue

Vol. 13 No. 1 (2008): March of 2008

Section

Artigos

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