The instrumentation for teaching physics at initial teacher training: Assuming authorship in the physics teaching-learning process

This work investigates a didactic sequence developed in the Instrumentation for Teaching Physics (B) course, the didactic-methodological strategies adopted and its innovative character towards critical and reflexive formation. The context of the research focuses on this evening course offered in the second semester of 2016, part of the Teaching degree in Physics at the Federal University of Santa Maria (UFSM). The course's main objective is to understand the importance of the laboratory for the development of Physics and for the teaching of Physics, as well as to elaborate and defend in the classroom, structured and unstructured teaching scripts for high school that integrate theory and practice in Mechanics and Thermodynamics. From this objective, we developed a work dynamic that allowed a study that spoke to the physical contents involved, the selection and construction of the experimental activity and sharing of the work during two meetings a week. Features such as MOODLE, WhatsApp, and shared documents in Google Drive were used in the course of activities. Based on the results obtained, it is accepted that the didactic sequence adopted in the discipline promoted the understanding of academics about the importance of planning and use of the experimentation in their future activities as teachers.