A DINÂMICA DE GRUPOS DE APRENDIZAGEM DE FÍSICA NO ENSINO MÉDIO: UM ENFOQUE PSICANALÍTICO

Marcelo Alves Barros; Alberto Villani

The dynamics of physics learning groups in high school: a psychoanalytical approach

Authors

Marcelo Alves Barros Departamento de Física da Universidade Estadual de Maringá – UEM
Alberto Villani Instituto de Física da Universidade de São Paulo – USP

Keywords:

Physics Teaching, Learning Groups, Psychoanalysis & Education, Teachers’ education.

Abstract

In this work we will investigate two groups of high school physics students, which took part in two disciplines administered by the same teacher. The most intriguing point observed along the work was the difference of the didactic results gotten in the two cases. In the first case there was an important change in the analyzed group, which became an operative group ; in the second case the group developed an aggressive attitude and disintegrated itself. The theoretical reference used for the interpretation belongs to psychoanalytical orientation, particularly Anzieu's work about groups. We conclude highlighting as one of the Physics teacher's professional competences his ability in sustaining and leading the lear ning process with students' groups.

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Published

2016-11-13

How to Cite

Barros, M. A., & Villani, A. (2016). The dynamics of physics learning groups in high school: a psychoanalytical approach. Investigations in Science Education, 9(2), 115–136. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/532

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Issue

Vol. 9 No. 2 (2004): August of 2004

Section

Artigos

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