Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch

Detalhes bibliográficos
Autor(a) principal: Rocha, Helen Regiane Pará
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)
Texto Completo: http://repositorio.ifam.edu.br/jspui/handle/4321/53
Resumo: With the intention of knowing which teaching knowledge can be constructed by future teachers of Sciences in initial formation, from experiences with the use of the visual programming language Scratch, this research was developed in the context of the Licentiate course in Physics of the Institute Federal University of Education, Science and Technology of Amazonas (IFAM), Manaus Campus Center (CMC), there is no space of the discipline, with students enrolled in the 5th and 7th periods. Because it is a research with an effective participation of the subjects, it was chosen as methodological support, an action research, through the qualification is implemented as an investigative action, with a workshop called "Programming with the risk to learn Sciences", which It was configured as the product of this research for an initial formation of Science teachers. (2008), Resnick (2007, 2013, 2014), Valente (1999), and in particular; 2014), Prado (1996), Demo (2008) to deal with the context of computer programs as a proposal for insertion in school, as well as in teacher training; Later on with Tardif (2014), Carvalho and Gil Perez (2001), Pimenta (2008) and Costa (2012), among others, to approach as conceptions related to teaching knowledge. The collected data were treated by discursive textual analysis (MORAES, GALIAZZI, 2011). As conclusions of the research on the infer that there was a construction of knowledge of experience and knowledge, and that are known as convergent for the construction of pedagogical knowledge in the initial formation of science teachers.
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spelling Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual ScratchFormação de professoresProgramação visualSaberes docentesCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONALWith the intention of knowing which teaching knowledge can be constructed by future teachers of Sciences in initial formation, from experiences with the use of the visual programming language Scratch, this research was developed in the context of the Licentiate course in Physics of the Institute Federal University of Education, Science and Technology of Amazonas (IFAM), Manaus Campus Center (CMC), there is no space of the discipline, with students enrolled in the 5th and 7th periods. Because it is a research with an effective participation of the subjects, it was chosen as methodological support, an action research, through the qualification is implemented as an investigative action, with a workshop called "Programming with the risk to learn Sciences", which It was configured as the product of this research for an initial formation of Science teachers. (2008), Resnick (2007, 2013, 2014), Valente (1999), and in particular; 2014), Prado (1996), Demo (2008) to deal with the context of computer programs as a proposal for insertion in school, as well as in teacher training; Later on with Tardif (2014), Carvalho and Gil Perez (2001), Pimenta (2008) and Costa (2012), among others, to approach as conceptions related to teaching knowledge. The collected data were treated by discursive textual analysis (MORAES, GALIAZZI, 2011). As conclusions of the research on the infer that there was a construction of knowledge of experience and knowledge, and that are known as convergent for the construction of pedagogical knowledge in the initial formation of science teachers.Com o intento de compreender quais saberes da docência poderiam ser construídos por futuros professores de Ciências em formação inicial, a partir de vivências com o uso da linguagem de programação visual Scratch, esta pesquisa foi desenvolvida no contexto do curso de Licenciatura em Física do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM), Campus Manaus Centro (CMC), no espaço da disciplina Metodologia do Ensino de Ciências, com alunos matriculados nos 5º e 7º períodos. Por se tratar de uma pesquisa com a efetiva participação dos sujeitos, foi escolhida como sustentação metodológica a pesquisa-ação, por meio da qual se implementou como ação investigativa uma oficina denominada ―Programação com o Scratch para aprender Ciências‖, que se configurou como produto desta pesquisa para a formação inicial de professores de Ciências. Para a fundamentação teórica, no que diz respeito à formação de professores e a construção de saberes para a docência com linguagem de programação visual Scratch, primeiramente trabalhou-se com autores como Papert (2008), Resnick (2007; 2013; 2014), Valente (1999; 2014), Prado (1996), Demo (2008) para tratar do contexto programação de computadores como proposta a ser inserida na escola, bem como na formação de professores; posteriormente com Tardif (2014), Carvalho e Gil Perez (2001), Pimenta (2008) e Costa (2012), entre outros, para abordar as concepções relativas aos saberes da docência. Os dados coletados foram tratados pela análise textual discursiva (MORAES; GALIAZZI, 2011). As conclusões da pesquisa permitem inferir que houve a construção de saberes da experiência e do conhecimento, e que esses saberes convergem para a construção de saberes pedagógicos na formação inicial de professores de Ciências.FAPEAMInstituto Federal do AmazonasBrasilCampus Manaus CentroMestrado Profissional em Ensino Tecnológico (MPET)IFAMAzevedo, Rosa Oliveira Marinshttp://lattes.cnpq.br/3056605003492861Azevedo, Rosa Oliveira Marinshttp://lattes.cnpq.br/3056605003492861Anglada-Rivera, Joséhttp://lattes.cnpq.br/5724564590431920Lima, Eliane Batista dehttp://lattes.cnpq.br/3234592323714659Rocha, Helen Regiane Pará2018-04-20T14:19:44Z2018-04-302018-04-20T14:19:44Z2017-03-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttp://repositorio.ifam.edu.br/jspui/handle/4321/53porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)instname:Instituto Federal do Amazonas (IFAM)instacron:IFAM2022-08-15T22:12:43Zoai:localhost:4321/53Repositório InstitucionalPUBhttp://repositorio.ifam.edu.br/oai/requestcgeb@ifam.edu.bropendoar:2022-08-15T22:12:43Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) - Instituto Federal do Amazonas (IFAM)false
dc.title.none.fl_str_mv Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
title Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
spellingShingle Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
Rocha, Helen Regiane Pará
Formação de professores
Programação visual
Saberes docentes
CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
title_short Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
title_full Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
title_fullStr Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
title_full_unstemmed Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
title_sort Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch
author Rocha, Helen Regiane Pará
author_facet Rocha, Helen Regiane Pará
author_role author
dc.contributor.none.fl_str_mv Azevedo, Rosa Oliveira Marins
http://lattes.cnpq.br/3056605003492861
Azevedo, Rosa Oliveira Marins
http://lattes.cnpq.br/3056605003492861
Anglada-Rivera, José
http://lattes.cnpq.br/5724564590431920
Lima, Eliane Batista de
http://lattes.cnpq.br/3234592323714659
dc.contributor.author.fl_str_mv Rocha, Helen Regiane Pará
dc.subject.por.fl_str_mv Formação de professores
Programação visual
Saberes docentes
CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
topic Formação de professores
Programação visual
Saberes docentes
CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
description With the intention of knowing which teaching knowledge can be constructed by future teachers of Sciences in initial formation, from experiences with the use of the visual programming language Scratch, this research was developed in the context of the Licentiate course in Physics of the Institute Federal University of Education, Science and Technology of Amazonas (IFAM), Manaus Campus Center (CMC), there is no space of the discipline, with students enrolled in the 5th and 7th periods. Because it is a research with an effective participation of the subjects, it was chosen as methodological support, an action research, through the qualification is implemented as an investigative action, with a workshop called "Programming with the risk to learn Sciences", which It was configured as the product of this research for an initial formation of Science teachers. (2008), Resnick (2007, 2013, 2014), Valente (1999), and in particular; 2014), Prado (1996), Demo (2008) to deal with the context of computer programs as a proposal for insertion in school, as well as in teacher training; Later on with Tardif (2014), Carvalho and Gil Perez (2001), Pimenta (2008) and Costa (2012), among others, to approach as conceptions related to teaching knowledge. The collected data were treated by discursive textual analysis (MORAES, GALIAZZI, 2011). As conclusions of the research on the infer that there was a construction of knowledge of experience and knowledge, and that are known as convergent for the construction of pedagogical knowledge in the initial formation of science teachers.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-30
2018-04-20T14:19:44Z
2018-04-30
2018-04-20T14:19:44Z
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.ifam.edu.br/jspui/handle/4321/53
url http://repositorio.ifam.edu.br/jspui/handle/4321/53
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Instituto Federal do Amazonas
Brasil
Campus Manaus Centro
Mestrado Profissional em Ensino Tecnológico (MPET)
IFAM
publisher.none.fl_str_mv Instituto Federal do Amazonas
Brasil
Campus Manaus Centro
Mestrado Profissional em Ensino Tecnológico (MPET)
IFAM
dc.source.none.fl_str_mv reponame:Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)
instname:Instituto Federal do Amazonas (IFAM)
instacron:IFAM
instname_str Instituto Federal do Amazonas (IFAM)
instacron_str IFAM
institution IFAM
reponame_str Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)
collection Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)
repository.name.fl_str_mv Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) - Instituto Federal do Amazonas (IFAM)
repository.mail.fl_str_mv cgeb@ifam.edu.br
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