Physics Teachers’ Discourses on the Origin of the Universe and the Impact of Personal Beliefs in the Classroom

Q3 Social Sciences
Matheus Henriques Ribeiro, Roberto Nardi
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引用次数: 0

Abstract

Conflicts in regular education classrooms due to differing personal views on scientific knowledge are recurrent. This article is motivated by enquiries into the significance of the topic of “the origin of the universe” in the context of elementary school curriculum, as well as concerns regarding how educators handle this topic, their academic preparation to take this tack, and the impact of students’ and teachers’ own personal beliefs on the classroom setting. Focusing on this topic, we investigated the discourses of teachers with a degree in physics, educated at the same public institution, under the same curricular framework, considering their training, teaching methods, and personal convictions. The study was conducted with open-ended interviews designed to be used in a video-communication setup. Through our analysis, it was possible to verify that teachers feel unprepared to handle the issue in the classroom due to the cultural diversity of their students and the need for greater scientific knowledge. In addition, it was determined that everyone has an independence stance about the connection between faith and science, which reduces the likelihood of conflict.
物理教师关于宇宙起源的论述以及个人信仰对课堂的影响
在常规教育课堂上,由于对科学知识的个人观点不同而导致的冲突屡见不鲜。这篇文章的动机是,我们对 "宇宙的起源 "这一话题在小学课程中的意义进行了探究,并对教育工作者如何处理这一话题、他们为采取这一策略所做的学术准备以及学生和教师的个人信仰对课堂环境的影响等问题进行了关注。围绕这一主题,我们调查了在同一公立学校、同一课程框架下接受教育的物理专业教师的论述,考虑了他们的培训、教学方法和个人信念。研究采用了开放式访谈,旨在通过视频交流的方式进行。通过分析,我们可以证实,由于学生的文化多样性和对更多科学知识的需求,教师在课堂上处理这一问题时感到毫无准备。此外,我们还发现,每个人都对信仰与科学之间的联系持独立立场,这降低了冲突发生的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
1.10
自引率
0.00%
发文量
19
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