Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos.
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/19847 |
Resumo: | This work presents a didactic strategy developed in the initial teaching formation in Chemistry, through the articulation between the Methodology of Resolution of Problems and Thematic, which was called Thematic Problems. Thematic Problems encompass the approach of problem situations linked to thematic issues that require scientific knowledge for their reflection and subsequent resolution. The present research had as a guiding question: "How can the elaboration of Thematic Problems contribute to the initial formation of Chemistry teachers?". Seeking to answer this question, it was established as specific objectives to verify, how the Methodology of Resolution of Problems has been worked in the initial teaching formation in Chemistry, through the analysis in national and international journals; Elaborate and implement didactic activities for academics of the Chemistry Degree course, specifically in the class hours dedicated to Educational Practices; Propose the development, by academics, of sequences of activities that could be used in Basic Education; Analyze and evaluate the teaching materials produced by the graduates, both in technical-scientific and methodological terms, as well as their possible adaptation in Basic Education. Through bibliographic research, which covered the period from 2007 to 2018, 14 articles were examined among the 878 publications found. The analysis of these works allowed us to verify which the main theoretical references related to themes have been used in Higher Education, the nature of the problems developed, the curricular panorama, the pedagogical, formative and reflective aspects about the initial teacher education. In a later stage, the students answered a questionnaire in order to verify their conceptions about the educational practices already taken. Based on the analysis of these data, theoretical-practical interventions were developed to be developed with students from the 3rd semester of the Chemistry Degree course, from the Federal University of Santa Maria - UFSM, specifically in the classes hours aimed at the educational practices of the Quantitative Analytical Chemistry discipline Experimental. The implemented interventions were attended by 13 academics and took place in the first semester of 2019, totaling 31 hours between face-to-face and distance meetings. At first, the undergraduate students formulated problem situations based on thematic texts, which were called the Initial Essay. In another opportunity, Thematic Problems were produced, based on pre-established contents and, later, lesson plans were elaborated, containing the Thematic Problems, for an imminent transfer to Basic Education. In addition, academics answered questionnaires, at the beginning and end of the proposal, in order to verify their conceptions about the work done. The data obtained in this research were analyzed using the theoretical framework proposed for the Pedagogical Knowledge of the Content and the Likert Scale. The analysis of the data collection instruments allowed us to infer that the elaboration of the Thematic Problems contributed for the students to know other teaching methods, to take ownership of the ways of transposing the conceptual knowledge to the Basic Education, perceiving the relevance of the professional teaching activities in the basic training, as well as, the importance of developing activities that favor the adoption of scientific concepts associated with social demands. |
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2020-03-13T19:28:43Z2020-03-13T19:28:43Z2020-01-17http://repositorio.ufsm.br/handle/1/19847This work presents a didactic strategy developed in the initial teaching formation in Chemistry, through the articulation between the Methodology of Resolution of Problems and Thematic, which was called Thematic Problems. Thematic Problems encompass the approach of problem situations linked to thematic issues that require scientific knowledge for their reflection and subsequent resolution. The present research had as a guiding question: "How can the elaboration of Thematic Problems contribute to the initial formation of Chemistry teachers?". Seeking to answer this question, it was established as specific objectives to verify, how the Methodology of Resolution of Problems has been worked in the initial teaching formation in Chemistry, through the analysis in national and international journals; Elaborate and implement didactic activities for academics of the Chemistry Degree course, specifically in the class hours dedicated to Educational Practices; Propose the development, by academics, of sequences of activities that could be used in Basic Education; Analyze and evaluate the teaching materials produced by the graduates, both in technical-scientific and methodological terms, as well as their possible adaptation in Basic Education. Through bibliographic research, which covered the period from 2007 to 2018, 14 articles were examined among the 878 publications found. The analysis of these works allowed us to verify which the main theoretical references related to themes have been used in Higher Education, the nature of the problems developed, the curricular panorama, the pedagogical, formative and reflective aspects about the initial teacher education. In a later stage, the students answered a questionnaire in order to verify their conceptions about the educational practices already taken. Based on the analysis of these data, theoretical-practical interventions were developed to be developed with students from the 3rd semester of the Chemistry Degree course, from the Federal University of Santa Maria - UFSM, specifically in the classes hours aimed at the educational practices of the Quantitative Analytical Chemistry discipline Experimental. The implemented interventions were attended by 13 academics and took place in the first semester of 2019, totaling 31 hours between face-to-face and distance meetings. At first, the undergraduate students formulated problem situations based on thematic texts, which were called the Initial Essay. In another opportunity, Thematic Problems were produced, based on pre-established contents and, later, lesson plans were elaborated, containing the Thematic Problems, for an imminent transfer to Basic Education. In addition, academics answered questionnaires, at the beginning and end of the proposal, in order to verify their conceptions about the work done. The data obtained in this research were analyzed using the theoretical framework proposed for the Pedagogical Knowledge of the Content and the Likert Scale. The analysis of the data collection instruments allowed us to infer that the elaboration of the Thematic Problems contributed for the students to know other teaching methods, to take ownership of the ways of transposing the conceptual knowledge to the Basic Education, perceiving the relevance of the professional teaching activities in the basic training, as well as, the importance of developing activities that favor the adoption of scientific concepts associated with social demands.Este trabalho apresenta uma estratégia didática desenvolvida na formação inicial docente em Química, por meio da articulação entre a Metodologia de Resolução de Problemas e Temáticas, a qual denominou-se de Problemas Temáticos. Os Problemas Temáticos englobam a abordagem de situações-problema vinculadas a assuntos temáticos que demandam de conhecimentos científicos para sua reflexão e posterior resolução. A presente pesquisa teve como questão norteadora: “Como a elaboração de Problemas Temáticos podem contribuir na formação inicial de professores de Química?”. Buscando responde a esse questionamento, estabeleceu-se como objetivos específicos verificar, como a Metodologia de Resolução de Problemas vem sendo trabalhada na formação inicial docente em Química, por meio da análise em periódicos nacionais e internacionais; Elaborar e implementar atividades didáticas para acadêmicos do curso de Química Licenciatura, especificamente nas horas aulas destinadas ás Práticas Educativas; Propor a elaboração, pelos acadêmicos, de sequências de atividades que pudessem ser utilizadas na Educação Básica; Analisar e avaliar os materiais didáticos produzidos pelos licenciandos, tanto em termos técnico-científicos como metodológicos, bem como a sua possível adaptação na Educação Básica. Por meio da pesquisa bibliográfica, que compreendeu o período de 2007 a 2018, foram examinados 14 artigos dentre as 878 publicações encontradas. A análise desses trabalhos nos permitiu verificar quais os principais referenciais teóricos relativos a temáticas têm sido utilizados na Educação Superior, a natureza dos problemas desenvolvidos, o panorama curricular, os aspectos pedagógicos, formativos e reflexivos sobre a formação inicial de professores. Em uma etapa posterior os graduandos responderam a um questionário com a finalidade de verificar suas concepções a respeito das práticas educativas já cursadas. A partir da análise desses dados, foram elaboradas intervenções teórico-práticas para serem desenvolvidas com acadêmicos do 3° semestre curso de Química Licenciatura, da Universidade Federal de Santa Maria – UFSM, especificamente nas horas aulas destinadas às práticas educativas da disciplina de Química Analítica Quantitativa Experimental. As intervenções implementadas contaram com a participação de 13 acadêmicos e ocorreram no primeiro semestre do ano de 2019, perfazendo 31 horas entre encontros presenciais e à distância. Em um primeiro momento, os licenciandos formularam situações-problemas a partir de textos temáticos os quais foram denominados de Ensaio Inicial. Em outra oportunidade foram produzidos os Problemas Temáticos, a partir de conteúdos pré-estabelecidos e, posteriormente, foram elaborados planos de aula, contendo os Problemas Temáticos, para uma iminente transposição para a Educação Básica. Além disso, os acadêmicos responderam questionários, no início e fim da proposta, com o intuito de verificarmos suas concepções sobre o trabalho realizado. Os dados obtidos nessa pesquisa foram analisados por meio do referencial teórico proposto para o Conhecimento Pedagógico do Conteúdo e Escala Likert. A análise dos instrumentos de coletas de dados nos permitiram inferir que a elaboração dos Problemas Temáticos contribuiu para que os acadêmicos conhecessem outros métodos de ensino, se apropriassem das formas de transpor os conhecimentos conceituais para a Educação Básica, percebessem a relevância das atividades profissionais docentes na formação básica, bem como, a importância do desenvolvimento de atividades que privilegiem a adoção de conceitos científicos associados a demandas sociais.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessProblemas temáticosFormação inicial de professoresMetodologia de resolução de problemasTemáticasEnsino de químicaThematic problemsInitial teacher trainingProblem solving methodologyThematicChemistry teachingCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAIntervenções teórico-práticas com licenciandos em química por meio de problemas temáticos.Theoretical-practical interventions with licensors in chemistry through thematic problems.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBraibante, Mara Elisa Forteshttp://lattes.cnpq.br/0685197822607977Salgado, Tania Denise Miskinishttp://lattes.cnpq.br/2921303744527801Goi, Mara Elisângela Jappehttp://lattes.cnpq.br/4134633660161244http://lattes.cnpq.br/1227204302720921Silva, Édila Rosane Alves da2008000000026006e9d3171-46d3-4ee5-a0a1-ee7cd026f24b89fdeee8-5219-4b3c-9d89-ef5c0fd51baf24a077ab-e20d-4d2e-8588-e2f123ed60bda168acb1-47be-42ed-8e9d-625df7c85ddcreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. |
dc.title.alternative.eng.fl_str_mv |
Theoretical-practical interventions with licensors in chemistry through thematic problems. |
title |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. |
spellingShingle |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. Silva, Édila Rosane Alves da Problemas temáticos Formação inicial de professores Metodologia de resolução de problemas Temáticas Ensino de química Thematic problems Initial teacher training Problem solving methodology Thematic Chemistry teaching CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. |
title_full |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. |
title_fullStr |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. |
title_full_unstemmed |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. |
title_sort |
Intervenções teórico-práticas com licenciandos em química por meio de problemas temáticos. |
author |
Silva, Édila Rosane Alves da |
author_facet |
Silva, Édila Rosane Alves da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Braibante, Mara Elisa Fortes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0685197822607977 |
dc.contributor.referee1.fl_str_mv |
Salgado, Tania Denise Miskinis |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2921303744527801 |
dc.contributor.referee2.fl_str_mv |
Goi, Mara Elisângela Jappe |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4134633660161244 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1227204302720921 |
dc.contributor.author.fl_str_mv |
Silva, Édila Rosane Alves da |
contributor_str_mv |
Braibante, Mara Elisa Fortes Salgado, Tania Denise Miskinis Goi, Mara Elisângela Jappe |
dc.subject.por.fl_str_mv |
Problemas temáticos Formação inicial de professores Metodologia de resolução de problemas Temáticas Ensino de química |
topic |
Problemas temáticos Formação inicial de professores Metodologia de resolução de problemas Temáticas Ensino de química Thematic problems Initial teacher training Problem solving methodology Thematic Chemistry teaching CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Thematic problems Initial teacher training Problem solving methodology Thematic Chemistry teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
This work presents a didactic strategy developed in the initial teaching formation in Chemistry, through the articulation between the Methodology of Resolution of Problems and Thematic, which was called Thematic Problems. Thematic Problems encompass the approach of problem situations linked to thematic issues that require scientific knowledge for their reflection and subsequent resolution. The present research had as a guiding question: "How can the elaboration of Thematic Problems contribute to the initial formation of Chemistry teachers?". Seeking to answer this question, it was established as specific objectives to verify, how the Methodology of Resolution of Problems has been worked in the initial teaching formation in Chemistry, through the analysis in national and international journals; Elaborate and implement didactic activities for academics of the Chemistry Degree course, specifically in the class hours dedicated to Educational Practices; Propose the development, by academics, of sequences of activities that could be used in Basic Education; Analyze and evaluate the teaching materials produced by the graduates, both in technical-scientific and methodological terms, as well as their possible adaptation in Basic Education. Through bibliographic research, which covered the period from 2007 to 2018, 14 articles were examined among the 878 publications found. The analysis of these works allowed us to verify which the main theoretical references related to themes have been used in Higher Education, the nature of the problems developed, the curricular panorama, the pedagogical, formative and reflective aspects about the initial teacher education. In a later stage, the students answered a questionnaire in order to verify their conceptions about the educational practices already taken. Based on the analysis of these data, theoretical-practical interventions were developed to be developed with students from the 3rd semester of the Chemistry Degree course, from the Federal University of Santa Maria - UFSM, specifically in the classes hours aimed at the educational practices of the Quantitative Analytical Chemistry discipline Experimental. The implemented interventions were attended by 13 academics and took place in the first semester of 2019, totaling 31 hours between face-to-face and distance meetings. At first, the undergraduate students formulated problem situations based on thematic texts, which were called the Initial Essay. In another opportunity, Thematic Problems were produced, based on pre-established contents and, later, lesson plans were elaborated, containing the Thematic Problems, for an imminent transfer to Basic Education. In addition, academics answered questionnaires, at the beginning and end of the proposal, in order to verify their conceptions about the work done. The data obtained in this research were analyzed using the theoretical framework proposed for the Pedagogical Knowledge of the Content and the Likert Scale. The analysis of the data collection instruments allowed us to infer that the elaboration of the Thematic Problems contributed for the students to know other teaching methods, to take ownership of the ways of transposing the conceptual knowledge to the Basic Education, perceiving the relevance of the professional teaching activities in the basic training, as well as, the importance of developing activities that favor the adoption of scientific concepts associated with social demands. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-03-13T19:28:43Z |
dc.date.available.fl_str_mv |
2020-03-13T19:28:43Z |
dc.date.issued.fl_str_mv |
2020-01-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/19847 |
url |
http://repositorio.ufsm.br/handle/1/19847 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
200800000002 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
6e9d3171-46d3-4ee5-a0a1-ee7cd026f24b 89fdeee8-5219-4b3c-9d89-ef5c0fd51baf 24a077ab-e20d-4d2e-8588-e2f123ed60bd a168acb1-47be-42ed-8e9d-625df7c85ddc |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Bioquímica |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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