Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/14792 |
Resumo: | The present research was conducted through a formative pedagogical intervention work promoting the insertion of digital tools articulated to the teaching of content and pedagogical practices to undergraduate students of a chemistry major at a federal educational institution. The objective of this work was to investigate the ways undergraduates interact with different digital resources throughout interventional activities, considering the relations between domain/appropriation of technologies and possible implications in pedagogical and content aspects that compose the professional teaching body of knowledge. The theoretical and methodological delimitation were based on the concept that professional teachers are engaged in a formative continuum; additionally, on the contributions about the interrelation between technologies and education, and the TPACK framework in an approximation with the sociocultural approach. The work was developed in two regular courses in the discipline of chemistry from a qualitative research perspective. As a result, we highlighted elements that point at new ways of relating students with the space and time of learning, in the articulation between ICT, the didactic proposals and the disciplinary contents. Different forms of mastery and levels of appropriation of cultural tools were identified, as well as signs of TPACK development in the teaching activities developed by the undergraduates. However, gaps in the undergraduate’s TPACK were also evidenced, especially regarding the understanding of chemical knowledge for social activity and in the relationship between the proposed pedagogical activities and the selected digital technologies. The elaboration of meanings of this process evidences important aspects of appropriation of ICT and development of TPACK, as well as a tense relationship between ICT and the possibilities for teaching chemistry. It is important to encourage the integration of ICT in the training process to interrelate digital technologies and subject content at different times throughout the initial training, as well as to provide opportunities for critical and reflective analysis in order to allow its continuous significance. With these actions, it is possible to foster a true pedagogical appropriation of these cultural tools by teachers in training. |
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Cavassani, Thiago BernardoMarques, Rosebelly Nuneshttp://lattes.cnpq.br/7921735904003583http://lattes.cnpq.br/92880243651101596ef3624b-fcf3-46f8-a95b-87d59c7bf6e52021-08-23T14:28:59Z2021-08-23T14:28:59Z2021-08-02CAVASSANI, Thiago Bernardo. Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química. 2021. Tese (Doutorado em Química) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14792.https://repositorio.ufscar.br/handle/ufscar/14792The present research was conducted through a formative pedagogical intervention work promoting the insertion of digital tools articulated to the teaching of content and pedagogical practices to undergraduate students of a chemistry major at a federal educational institution. The objective of this work was to investigate the ways undergraduates interact with different digital resources throughout interventional activities, considering the relations between domain/appropriation of technologies and possible implications in pedagogical and content aspects that compose the professional teaching body of knowledge. The theoretical and methodological delimitation were based on the concept that professional teachers are engaged in a formative continuum; additionally, on the contributions about the interrelation between technologies and education, and the TPACK framework in an approximation with the sociocultural approach. The work was developed in two regular courses in the discipline of chemistry from a qualitative research perspective. As a result, we highlighted elements that point at new ways of relating students with the space and time of learning, in the articulation between ICT, the didactic proposals and the disciplinary contents. Different forms of mastery and levels of appropriation of cultural tools were identified, as well as signs of TPACK development in the teaching activities developed by the undergraduates. However, gaps in the undergraduate’s TPACK were also evidenced, especially regarding the understanding of chemical knowledge for social activity and in the relationship between the proposed pedagogical activities and the selected digital technologies. The elaboration of meanings of this process evidences important aspects of appropriation of ICT and development of TPACK, as well as a tense relationship between ICT and the possibilities for teaching chemistry. It is important to encourage the integration of ICT in the training process to interrelate digital technologies and subject content at different times throughout the initial training, as well as to provide opportunities for critical and reflective analysis in order to allow its continuous significance. With these actions, it is possible to foster a true pedagogical appropriation of these cultural tools by teachers in training.A presente pesquisa foi realizada por meio de um trabalho de intervenção pedagógica formativa promovendo a inserção de ferramentas digitais articuladamente ao ensino de conteúdos e de práticas pedagógicas a licenciandos de um curso de Química em uma instituição federal de ensino. O objetivo deste trabalho foi investigar os modos de interação de licenciandos com diferentes recursos digitais ao longo de atividades interventivas, considerando as relações entre domínio/apropriação de tecnologias e possíveis implicações em aspectos pedagógicos e de conteúdo na constituição de conhecimentos profissionais docentes. A delimitação teórico-metodológica foi construída a partir da concepção de constituição profissional docente como um continuum formativo; das contribuições acerca da inter-relação entre tecnologias e educação e do framework TPACK numa aproximação com a abordagem sociocultural. O trabalho foi desenvolvido em duas disciplinas regulares do referido curso a partir de uma perspectiva qualitativa de investigação. Como resultados, ressalta-se elementos indicativos de novas formas de relação dos estudantes com o espaço e tempo de aprendizagem na articulação entre as TDIC, as propostas didáticas e os conteúdos disciplinares. Identificou-se diferentes formas de domínio e níveis de apropriação das ferramentas culturais, além de indícios de desenvolvimento do TPACK a partir das atividades de planejamento do ensino elaboradas pelos licenciandos. Entretanto, lacunas no TPACK dos estudantes também foram evidenciadas principalmente no que diz respeito à compreensão do conhecimento Químico para a atividade social e também na relação entre as atividades pedagógicas propostas e as tecnologias digitais selecionadas. A elaboração de significados deste processo indica importantes aspectos de apropriação das TDIC e desenvolvimento do TPACK, além de uma relação tensionada entre TDIC e as possibilidades para o ensino de Química. Salienta-se a importância de incentivar a integração das TDIC ao percurso formativo de modo a inter-relacionar as tecnologias digitais e os conteúdos disciplinares em diferentes momentos ao longo da formação inicial, tão quanto fornecer oportunidades para sua análise crítica e reflexiva no intuito de permitir sua contínua significação. Tais ações sugerem possibilitar processos formativos que incentivam a apropriação pedagógica destas ferramentas culturais pelos professores em formação.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Química - PPGQUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessQuímicaConhecimentos docentesFormação de professoresTecnologias digitaisTPACKChemistryTeachers' knowledge.Teacher TrainingDigital TechnologiesCIENCIAS EXATAS E DA TERRA::QUIMICACIENCIAS HUMANAS::EDUCACAOConhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de QuímicaTeaching knowledge and digital technologies:perspectives for training the Chemistry teacherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600b7beffff-b453-4415-9e78-e9204a7fa875reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALCAVASSANI.pdfCAVASSANI.pdfapplication/pdf4851459https://repositorio.ufscar.br/bitstream/ufscar/14792/2/CAVASSANI.pdfc8e1df8b41d94dd73c29b3cf2a313bb3MD52Formulário Homologação - Para assinatura do Orientadora_Rosebelly_ass.pdfFormulário Homologação - Para assinatura do Orientadora_Rosebelly_ass.pdfapplication/pdf358468https://repositorio.ufscar.br/bitstream/ufscar/14792/4/Formul%c3%a1rio%20Homologa%c3%a7%c3%a3o%20-%20Para%20assinatura%20do%20Orientadora_Rosebelly_ass.pdfdd8e34d193513c7d3872f4d7f8b092d6MD54CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/14792/5/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD55TEXTCAVASSANI.pdf.txtCAVASSANI.pdf.txtExtracted texttext/plain881757https://repositorio.ufscar.br/bitstream/ufscar/14792/6/CAVASSANI.pdf.txtdfa792f930009dd970bcb0682b2a72b3MD56Formulário Homologação - Para assinatura do Orientadora_Rosebelly_ass.pdf.txtFormulário Homologação - Para assinatura do Orientadora_Rosebelly_ass.pdf.txtExtracted texttext/plain1https://repositorio.ufscar.br/bitstream/ufscar/14792/8/Formul%c3%a1rio%20Homologa%c3%a7%c3%a3o%20-%20Para%20assinatura%20do%20Orientadora_Rosebelly_ass.pdf.txt68b329da9893e34099c7d8ad5cb9c940MD58THUMBNAILCAVASSANI.pdf.jpgCAVASSANI.pdf.jpgIM Thumbnailimage/jpeg9835https://repositorio.ufscar.br/bitstream/ufscar/14792/7/CAVASSANI.pdf.jpg679bb9bd0e9a368af569f7d6e2212142MD57Formulário Homologação - Para assinatura do Orientadora_Rosebelly_ass.pdf.jpgFormulário Homologação - Para assinatura do Orientadora_Rosebelly_ass.pdf.jpgIM Thumbnailimage/jpeg11066https://repositorio.ufscar.br/bitstream/ufscar/14792/9/Formul%c3%a1rio%20Homologa%c3%a7%c3%a3o%20-%20Para%20assinatura%20do%20Orientadora_Rosebelly_ass.pdf.jpg3f2e326d3e3141a8269652e2945ac8eaMD59ufscar/147922023-09-18 18:32:14.597oai:repositorio.ufscar.br:ufscar/14792Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:14Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química |
dc.title.alternative.eng.fl_str_mv |
Teaching knowledge and digital technologies:perspectives for training the Chemistry teacher |
title |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química |
spellingShingle |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química Cavassani, Thiago Bernardo Química Conhecimentos docentes Formação de professores Tecnologias digitais TPACK Chemistry Teachers' knowledge. Teacher Training Digital Technologies CIENCIAS EXATAS E DA TERRA::QUIMICA CIENCIAS HUMANAS::EDUCACAO |
title_short |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química |
title_full |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química |
title_fullStr |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química |
title_full_unstemmed |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química |
title_sort |
Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química |
author |
Cavassani, Thiago Bernardo |
author_facet |
Cavassani, Thiago Bernardo |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9288024365110159 |
dc.contributor.author.fl_str_mv |
Cavassani, Thiago Bernardo |
dc.contributor.advisor1.fl_str_mv |
Marques, Rosebelly Nunes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7921735904003583 |
dc.contributor.authorID.fl_str_mv |
6ef3624b-fcf3-46f8-a95b-87d59c7bf6e5 |
contributor_str_mv |
Marques, Rosebelly Nunes |
dc.subject.por.fl_str_mv |
Química Conhecimentos docentes Formação de professores Tecnologias digitais TPACK |
topic |
Química Conhecimentos docentes Formação de professores Tecnologias digitais TPACK Chemistry Teachers' knowledge. Teacher Training Digital Technologies CIENCIAS EXATAS E DA TERRA::QUIMICA CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Chemistry Teachers' knowledge. Teacher Training Digital Technologies |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::QUIMICA CIENCIAS HUMANAS::EDUCACAO |
description |
The present research was conducted through a formative pedagogical intervention work promoting the insertion of digital tools articulated to the teaching of content and pedagogical practices to undergraduate students of a chemistry major at a federal educational institution. The objective of this work was to investigate the ways undergraduates interact with different digital resources throughout interventional activities, considering the relations between domain/appropriation of technologies and possible implications in pedagogical and content aspects that compose the professional teaching body of knowledge. The theoretical and methodological delimitation were based on the concept that professional teachers are engaged in a formative continuum; additionally, on the contributions about the interrelation between technologies and education, and the TPACK framework in an approximation with the sociocultural approach. The work was developed in two regular courses in the discipline of chemistry from a qualitative research perspective. As a result, we highlighted elements that point at new ways of relating students with the space and time of learning, in the articulation between ICT, the didactic proposals and the disciplinary contents. Different forms of mastery and levels of appropriation of cultural tools were identified, as well as signs of TPACK development in the teaching activities developed by the undergraduates. However, gaps in the undergraduate’s TPACK were also evidenced, especially regarding the understanding of chemical knowledge for social activity and in the relationship between the proposed pedagogical activities and the selected digital technologies. The elaboration of meanings of this process evidences important aspects of appropriation of ICT and development of TPACK, as well as a tense relationship between ICT and the possibilities for teaching chemistry. It is important to encourage the integration of ICT in the training process to interrelate digital technologies and subject content at different times throughout the initial training, as well as to provide opportunities for critical and reflective analysis in order to allow its continuous significance. With these actions, it is possible to foster a true pedagogical appropriation of these cultural tools by teachers in training. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-08-23T14:28:59Z |
dc.date.available.fl_str_mv |
2021-08-23T14:28:59Z |
dc.date.issued.fl_str_mv |
2021-08-02 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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CAVASSANI, Thiago Bernardo. Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química. 2021. Tese (Doutorado em Química) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14792. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/14792 |
identifier_str_mv |
CAVASSANI, Thiago Bernardo. Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química. 2021. Tese (Doutorado em Química) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14792. |
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https://repositorio.ufscar.br/handle/ufscar/14792 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Universidade Federal de São Carlos Câmpus São Carlos |
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