Techonology in a Learning Scenario on Physics and Mathematics Integration

A Study in Pre-Service Teacher Education

Authors

DOI:

https://doi.org/10.25749/sis.15805

Keywords:

technology, STEM, Pedagogical Content Knowledge, learning scenario, pre-service teacher education

Abstract

This study comes from a teacher education experiment with prospective teachers (PTs) of physics and of mathematics, assuming a STEM perspective, in a learning scenario with technology. It focuses PTs’ Pedagogical Content Knowledge (PCK) to promote the articulation of the two areas, trying to understand how they integrate technology in their lesson plans for one 8th grade class and what challenges and difficulties emerge in that context. The analysis of the data, collected through the PTs’ lesson plans and written reflections, focused on how they perceive and reflect on the technology use in the three dimensions of the adopted integration model. PTs are able to integrate the technology to support inquiry and argumentation processes when two disciplinary areas are present. However, technology’s use to promote the synthesis of knowledge emerges as a critical point, and thus it is one aspect of the PCK that demands more attention from teacher education.

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Author Biographies

Hélia Oliveira, UIDEF, Instituto de Educação, Universidade de Lisboa

Possui doutoramento em Educação, na especialidade Didática da Matemática, pela Faculdade de Ciências da Universidade de Lisboa. É Professora Auxiliar no Instituto de Educação, da Universidade de Lisboa. Tem participado em diversos projetos de investigação nacionais e internacionais, particularmente na área da formação inicial e contínua de professores de Matemática, entre os quais o P3M, DSL e TEL-FTeLab, financiados pela FCT, e Recursos Multimídia, financiado pelo CNPq, do Brasil, com foco no desenvolvimento de recursos multimédia para a formação, conhecimento e identidade profissional do professor, ensino exploratório e STEM. É diretora da revista Quadrante - Revista de Investigação em Educação Matemática.

Ana Henriques, UIDEF, Instituto de Educação, Universidade de Lisboa

Doutora em Educação Matemática, especialidade de Didática da Matemática, pela Universidade de Lisboa e Professora Auxiliar no Instituto de Educação da mesma Universidade. A sua investigação, realizada no âmbito de projetos de investigação na área da Formação de Professores em que tem participado, como o Tel_FteLab, o Educate e o Reason, tem incidido no raciocínio matemático, no ensino e aprendizagem da matemática com tecnologia, no conhecimento e desenvolvimento profissional dos professores, particularmente em estatística, e mais recentemente na educação STEM. Colabora com a comunidade de investigação em educação matemática, sendo autora de extensa bibliografia editada em Portugal e internacionalmente.

Mónica Baptista, UIDEF, Instituto de Educação, Universidade de Lisboa

Doutora em Educação na área de especialidade de Didática das Ciências pela Universidade de Lisboa. É Professora Auxiliar e subdiretora  do Instituto de Educação da Universidade de Lisboa. Coordena o Mestrado em Educação, área de especialidade Didática das Ciências, e o Mestrado em Ensino de Física e Química. Integrou a equipa Portuguesa de projetos europeus e de vários projetos nacionais financiados pela Fundação para a Ciência e a Tecnologia. Atualmente coordena o projeto GoSTEM, financiado pela FCT. Desenvolve investigação em STEM, tarefas de investigação no ensino da Física e da Química, aprendizagem das ciências em diversos contextos, estudos de aula e desenvolvimento profissional dos professores. 

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Published

2019-02-28

Issue

Vol. 7 No. 1 (2019): Technology Enhanced Learning

Section

Articles

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