| dc.creator |
Alberto Villani |
|
| dc.creator |
Marcelo Alves Barros |
|
| dc.date |
2004-12-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:18:31Z |
|
| dc.date.available |
2015-07-20T22:18:31Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/c03524bb23014465a351f79bda83904c |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/19435 |
|
| dc.description |
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 learning process with students' groups. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Federal do Rio Grande do Sul |
|
| dc.relation |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID112/v9_n2_a2004.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 9, Iss 3, Pp 115-136 (2004) |
|
| dc.subject |
Physics Teaching |
|
| dc.subject |
Learning Groups |
|
| dc.subject |
Psychoanalysis & Education |
|
| dc.subject |
Teachers’ education |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
The dynamics of physics learning groups in high school: a psychoanalytical approach |
|
| dc.type |
article |
|