Specific Didactics, new technologies and teacher training for science education at Baixada Fluminense: the experience of a professional Master Program at the University of Grande Rio

Authors

  • Sônia Regina Mendes dos Santos
  • Herbert Gomes Martins
  • Cleonice Puggian
  • Patrícia Maneschy Duarte da Costa

DOI:

https://doi.org/10.21713/2358-2332.2012.v9.279

Keywords:

Didactics. Teacher Training. Science Education. Information Technology. Professional Master Program.

Abstract

This paper explores new meanings attached to specific didactics, which are informed by information and communication technologies (ICTs) in teacher training. It analises the nature of specific didactics and their role in the Master Program in Science Education at the University of Grande Rio. It draws on empirical data gathered from dissertations produced during the first three years of this new master program and from interviews with former students. Results reveal that specific didactics are acquiring a new configuration and breaking with epistemological divisions instituted by the French tradition. They reveal new meanings applied to didactics as a field of knowledge, considering pedagogical and technological innovations that allow an interdisciplinary approach to thinking and doing.

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Published

2012-04-30

How to Cite

DOS SANTOS, S. R. M.; MARTINS, H. G.; PUGGIAN, C.; DA COSTA, P. M. D. Specific Didactics, new technologies and teacher training for science education at Baixada Fluminense: the experience of a professional Master Program at the University of Grande Rio. Brazilian Journal of Graduate Studies, Brasília, DF, v. 9, n. 16, 2012. DOI: 10.21713/2358-2332.2012.v9.279. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/279. Acesso em: 19 aug. 2026.

Issue

Vol. 9 No. 16 (2012)

Section

Primeira Seção

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