INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE

Detalhes bibliográficos
Autor(a) principal: Moura, Francisco Nunes de Sousa
Data de Publicação: 2022
Outros Autores: Silva, Wanderson Diogo Andrade da, Leite, Luciana Rodrigues, Menezes, Jones Baroni Ferreira de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
DOI: 10.23926/RPD.2022.v7.n1.e022.id1145
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1145
Resumo: In Pedagogy courses, the teaching of Science must allow its future teachers to understand the nature of Science and insert children into the scientific culture. In this qualitative study, the objective was to analyze the training received by Pedagogy students from a public university located in the Sertão de Crateús/CE in relation to science teaching. For this, an electronic questionnaire was applied to students who took the Science Teaching discipline during the year 2019, ranging from the expectations of the discipline to its evaluation. The answers converge to the students' interest in learning about Science teaching methodologies, as well as the ease they had in understanding in the discipline regarding the concepts of Science, lesson planning, among other aspects, making them more prepared to teach Science to the kids. The discipline had significance in the training of undergraduates, although its workload is insufficient to address all aspects of Natural Sciences.
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spelling INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSEFORMACIÓN INICIAL DOCENTE PARA LA ENSEÑANZA DE LAS CIENCIAS: PERCEPCIONES DE LOS ESTUDIANTES DE UN CURSO DE PEDAGOGÍAFORMAÇÃO INICIAL DOCENTE PARA O ENSINO DE CIÊNCIAS: PERCEPÇÕES DE ESTUDANTES DE UM CURSO DE PEDAGOGIAPedagogyScience teachingTeacher trainingPedagogíaEnseñanza de las cienciasEducación del profesoradoPedagogiaEnsino de CiênciasFormação DocenteIn Pedagogy courses, the teaching of Science must allow its future teachers to understand the nature of Science and insert children into the scientific culture. In this qualitative study, the objective was to analyze the training received by Pedagogy students from a public university located in the Sertão de Crateús/CE in relation to science teaching. For this, an electronic questionnaire was applied to students who took the Science Teaching discipline during the year 2019, ranging from the expectations of the discipline to its evaluation. The answers converge to the students' interest in learning about Science teaching methodologies, as well as the ease they had in understanding in the discipline regarding the concepts of Science, lesson planning, among other aspects, making them more prepared to teach Science to the kids. The discipline had significance in the training of undergraduates, although its workload is insufficient to address all aspects of Natural Sciences.En los cursos de Pedagogía, la enseñanza de la Ciencia debe permitir a sus futuros profesores comprender la naturaleza de la Ciencia e insertar a los niños en la cultura científica. En este estudio cualitativo, el objetivo fue analizar la formación recibida por los estudiantes de Pedagogía de una universidad pública ubicada en el Sertão de Crateús/CE en relación con la enseñanza de las Ciencias. Se aplicó un cuestionario electrónico a los estudiantes que cursaron la disciplina Enseñanza de las Ciencias durante el año 2019, contemplando desde las expectativas de la disciplina hasta su evaluación. Las respuestas convergen en el interés de los estudiantes por conocer metodologías de enseñanza de las Ciencias, así como la facilidad que tenían en la comprensión en la disciplina respecto a los conceptos de las Ciencias, la planificación de lecciones, entre otros, haciéndolos más preparados para enseñar Ciencias a los niños. La disciplina fue importante para los estudiantes, aunque su carga de trabajo es insuficiente para abordar todos los aspectos de las Ciencias Naturales.Nos cursos de Pedagogia, o ensino de Ciências deve permitir com que os futuros professores compreendam a natureza das Ciências e insiram as crianças na cultura científica. Neste estudo de abordagem qualitativa, objetivou-se analisar a formação recebida por estudantes de Pedagogia de uma universidade pública localizada no Sertão de Crateús/CE quanto ao ensino de Ciências. Assim, aplicou-se um questionário eletrônico aos estudantes que cursaram a disciplina de Ensino de Ciências durante o ano de 2019, versando desde as expectativas da disciplina até a sua avaliação. As respostas confluem para o interesse dos estudantes pelo aprendizado sobre metodologias de ensino de Ciências, a facilidade que tiveram em compreender os conteúdos da disciplina, aprender concepções de Ciências, planejamento de aulas, dentre outros, tornando-os mais preparados para ensinar Ciências às crianças. A disciplina foi importante para os estudantes, embora a sua carga horária seja insuficiente para abordar todos os aspectos das Ciências Naturais.Revista Prática Docente2022-03-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCiênciasCiênciasCiênciasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/114510.23926/RPD.2022.v7.n1.e022.id1145Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 1 (2022): January to April 2022; e022Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 1 (2022): Enero a Abril 2022; e022Revista Prática Docente; v. 7 n. 1 (2022): Janeiro a Abril de 2022 (Fluxo contínuo); e0222526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1145/614Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMoura, Francisco Nunes de SousaSilva, Wanderson Diogo Andrade daLeite, Luciana RodriguesMenezes, Jones Baroni Ferreira de 2022-06-03T13:02:57Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1145Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:02:57Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
FORMACIÓN INICIAL DOCENTE PARA LA ENSEÑANZA DE LAS CIENCIAS: PERCEPCIONES DE LOS ESTUDIANTES DE UN CURSO DE PEDAGOGÍA
FORMAÇÃO INICIAL DOCENTE PARA O ENSINO DE CIÊNCIAS: PERCEPÇÕES DE ESTUDANTES DE UM CURSO DE PEDAGOGIA
title INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
spellingShingle INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
Moura, Francisco Nunes de Sousa
Pedagogy
Science teaching
Teacher training
Pedagogía
Enseñanza de las ciencias
Educación del profesorado
Pedagogia
Ensino de Ciências
Formação Docente
Moura, Francisco Nunes de Sousa
Pedagogy
Science teaching
Teacher training
Pedagogía
Enseñanza de las ciencias
Educación del profesorado
Pedagogia
Ensino de Ciências
Formação Docente
title_short INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
title_full INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
title_fullStr INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
title_full_unstemmed INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
title_sort INITIAL TEACHER TRAINING FOR SCIENCE TEACHING: PERCEPTIONS OF STUDENTS IN A PEDAGOGY COURSE
author Moura, Francisco Nunes de Sousa
author_facet Moura, Francisco Nunes de Sousa
Moura, Francisco Nunes de Sousa
Silva, Wanderson Diogo Andrade da
Leite, Luciana Rodrigues
Menezes, Jones Baroni Ferreira de
Silva, Wanderson Diogo Andrade da
Leite, Luciana Rodrigues
Menezes, Jones Baroni Ferreira de
author_role author
author2 Silva, Wanderson Diogo Andrade da
Leite, Luciana Rodrigues
Menezes, Jones Baroni Ferreira de
author2_role author
author
author
dc.contributor.author.fl_str_mv Moura, Francisco Nunes de Sousa
Silva, Wanderson Diogo Andrade da
Leite, Luciana Rodrigues
Menezes, Jones Baroni Ferreira de
dc.subject.por.fl_str_mv Pedagogy
Science teaching
Teacher training
Pedagogía
Enseñanza de las ciencias
Educación del profesorado
Pedagogia
Ensino de Ciências
Formação Docente
topic Pedagogy
Science teaching
Teacher training
Pedagogía
Enseñanza de las ciencias
Educación del profesorado
Pedagogia
Ensino de Ciências
Formação Docente
description In Pedagogy courses, the teaching of Science must allow its future teachers to understand the nature of Science and insert children into the scientific culture. In this qualitative study, the objective was to analyze the training received by Pedagogy students from a public university located in the Sertão de Crateús/CE in relation to science teaching. For this, an electronic questionnaire was applied to students who took the Science Teaching discipline during the year 2019, ranging from the expectations of the discipline to its evaluation. The answers converge to the students' interest in learning about Science teaching methodologies, as well as the ease they had in understanding in the discipline regarding the concepts of Science, lesson planning, among other aspects, making them more prepared to teach Science to the kids. The discipline had significance in the training of undergraduates, although its workload is insufficient to address all aspects of Natural Sciences.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Ciências
Ciências
Ciências
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1145
10.23926/RPD.2022.v7.n1.e022.id1145
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1145
identifier_str_mv 10.23926/RPD.2022.v7.n1.e022.id1145
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1145/614
dc.rights.driver.fl_str_mv Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 1 (2022): January to April 2022; e022
Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 1 (2022): Enero a Abril 2022; e022
Revista Prática Docente; v. 7 n. 1 (2022): Janeiro a Abril de 2022 (Fluxo contínuo); e022
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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dc.identifier.doi.none.fl_str_mv 10.23926/RPD.2022.v7.n1.e022.id1145

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