Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/10914 |
Resumo: | This paper identifies the perceptions of chemistry teachers working in high school in regular classrooms and teachers in initial formation regarding the process of conceptualization in Chemistry by students with visual impairment The process of conceptualization refers to the act or effect of conceptualizing, that is, the formation of a concept based on the specificity of Chemistry as Science. Several papers report on the great challenges of teaching concepts and scientific phenomena for students with visual impairment, but they are directed to the teaching of Physics, existing a lack of proposals of teaching chemistry for this public, in an inclusive reality. The data were obtained through questionnaires with closed and open questions, wich was made available both printed and online and counted on the collaboration of 168 informants, who were separated into three groups, being: 73 professors graduated in chemistry; 70 teachers in initial training who were pursuing a degree in chemistry; and 25 with other formations. The data were analyzed by mixed methodology (qualitative and quantitative) using Content Analysis, with the aid of NVivo software, through categorization of responses. The quantitative analysis was performed with the IRAMUTEQ software, using Textual Statistical Analysis, with the method of analysis of Hierarchical Descending Classification (CHD) and analysis by similarity. The results showed that most of the participants believe that it is possible to teach concepts and chemical phenomena to students with visual impairment, but pointed out difficulties that go through this process, such as: the need of teacher training; elaboration of special resources, necessary methodologies to meet needs, working conditions of teachers, experimental adaptations, in which, often, phenomena are explained from visual observations, and application of the 3 dimensions of the specificity of the teaching of Chemistry, being the theoretical, phenomenological and representational levels. |
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Molena, Juliane CristinaVeraszto, Estéfano Vizcondehttp://lattes.cnpq.br/6253673132956358http://lattes.cnpq.br/12286892022508120cb567b5-4ab9-46f1-b38d-7a22218cfd992019-02-06T14:46:35Z2019-02-06T14:46:35Z2018-12-21MOLENA, Juliane Cristina. Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização. 2018. Dissertação (Mestrado em Educação em Ciências e Matemática) – Universidade Federal de São Carlos, Araras, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10914.https://repositorio.ufscar.br/handle/ufscar/10914This paper identifies the perceptions of chemistry teachers working in high school in regular classrooms and teachers in initial formation regarding the process of conceptualization in Chemistry by students with visual impairment The process of conceptualization refers to the act or effect of conceptualizing, that is, the formation of a concept based on the specificity of Chemistry as Science. Several papers report on the great challenges of teaching concepts and scientific phenomena for students with visual impairment, but they are directed to the teaching of Physics, existing a lack of proposals of teaching chemistry for this public, in an inclusive reality. The data were obtained through questionnaires with closed and open questions, wich was made available both printed and online and counted on the collaboration of 168 informants, who were separated into three groups, being: 73 professors graduated in chemistry; 70 teachers in initial training who were pursuing a degree in chemistry; and 25 with other formations. The data were analyzed by mixed methodology (qualitative and quantitative) using Content Analysis, with the aid of NVivo software, through categorization of responses. The quantitative analysis was performed with the IRAMUTEQ software, using Textual Statistical Analysis, with the method of analysis of Hierarchical Descending Classification (CHD) and analysis by similarity. The results showed that most of the participants believe that it is possible to teach concepts and chemical phenomena to students with visual impairment, but pointed out difficulties that go through this process, such as: the need of teacher training; elaboration of special resources, necessary methodologies to meet needs, working conditions of teachers, experimental adaptations, in which, often, phenomena are explained from visual observations, and application of the 3 dimensions of the specificity of the teaching of Chemistry, being the theoretical, phenomenological and representational levels.Este trabalho identifica as percepções de professores de Química atuantes no ensino médio em salas de aulas regulares e professores em formação inicial quanto ao processo de conceitualização em Química por parte dos alunos com deficiência visual. O processo de conceitualização se refere ao ato ou efeito de conceitualizar, ou seja, formação de um conceito com base na especificidade da Química como Ciência. Diversos trabalhos relatam sobre os grandes desafios de ensinar conceitos e fenômenos científicos para alunos com deficiência visual, mas os mesmos são direcionados ao ensino de Física, existindo carência de propostas de ensino de química para esse público, em uma realidade inclusiva. Os dados foram obtidos por meio de questionários com questões fechadas e abertas, disponibilizados tanto de forma impressa como online e contou com a colaboração de 168 informantes, que foram separados em três grupos, sendo: 73 professores formados em licenciatura em química, 70 professores em formação inicial que estavam cursando licenciatura em química e 25 com outras formações. Os dados foram analisados por metodologia mista (qualitativa e quantitativa) utilizando a Análise de Conteúdo, com o auxílio do software NVivo, por meio da categorização das respostas. A análise quantitativa foi realizada com o software IRAMUTEQ, por meio da Análise Estatística Textual, com o método de análise de Classificação Hierárquica Descendente (CHD) e análise por similitude. Os resultados apresentaram que grande parte dos participantes entendem ser possível ensinar conceitos e fenômenos químicos a alunos com deficiência visual, mas apontaram dificuldades que perpassam esse processo, sendo: necessidade da formação docente, elaboração de recursos especiais, imprescindibilidade de metodologias apropriadas para atender às necessidades , condições de trabalho docente, adaptações experimentais, em que muitas vezes, os fenômenos são explicados a partir de observações visuais, e aplicação das 3 dimensões da especificidade do ensino de Química, sendo os níveis teóricos, fenomenológicos e representacional.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus ArarasPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-ArUFSCarDeficiência visualEnsino de químicaConceitualizaçãoVisual impairmentChemistry teachingConceptualizationCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMEnsino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualizaçãoChemistry teaching for students with visual impairment: investigating the teachers' perception about the process of conceptualizationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline60060070914f8b-5663-4104-8ba4-18c21f971eb5info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALMOLENA_Juliane_2018.pdfMOLENA_Juliane_2018.pdfapplication/pdf2023519https://repositorio.ufscar.br/bitstream/ufscar/10914/4/MOLENA_Juliane_2018.pdffe33512c950999f641f84352e4c6d556MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização |
dc.title.alternative.eng.fl_str_mv |
Chemistry teaching for students with visual impairment: investigating the teachers' perception about the process of conceptualization |
title |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização |
spellingShingle |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização Molena, Juliane Cristina Deficiência visual Ensino de química Conceitualização Visual impairment Chemistry teaching Conceptualization CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização |
title_full |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização |
title_fullStr |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização |
title_full_unstemmed |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização |
title_sort |
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização |
author |
Molena, Juliane Cristina |
author_facet |
Molena, Juliane Cristina |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1228689202250812 |
dc.contributor.author.fl_str_mv |
Molena, Juliane Cristina |
dc.contributor.advisor1.fl_str_mv |
Veraszto, Estéfano Vizconde |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6253673132956358 |
dc.contributor.authorID.fl_str_mv |
0cb567b5-4ab9-46f1-b38d-7a22218cfd99 |
contributor_str_mv |
Veraszto, Estéfano Vizconde |
dc.subject.por.fl_str_mv |
Deficiência visual Ensino de química Conceitualização |
topic |
Deficiência visual Ensino de química Conceitualização Visual impairment Chemistry teaching Conceptualization CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Visual impairment Chemistry teaching Conceptualization |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This paper identifies the perceptions of chemistry teachers working in high school in regular classrooms and teachers in initial formation regarding the process of conceptualization in Chemistry by students with visual impairment The process of conceptualization refers to the act or effect of conceptualizing, that is, the formation of a concept based on the specificity of Chemistry as Science. Several papers report on the great challenges of teaching concepts and scientific phenomena for students with visual impairment, but they are directed to the teaching of Physics, existing a lack of proposals of teaching chemistry for this public, in an inclusive reality. The data were obtained through questionnaires with closed and open questions, wich was made available both printed and online and counted on the collaboration of 168 informants, who were separated into three groups, being: 73 professors graduated in chemistry; 70 teachers in initial training who were pursuing a degree in chemistry; and 25 with other formations. The data were analyzed by mixed methodology (qualitative and quantitative) using Content Analysis, with the aid of NVivo software, through categorization of responses. The quantitative analysis was performed with the IRAMUTEQ software, using Textual Statistical Analysis, with the method of analysis of Hierarchical Descending Classification (CHD) and analysis by similarity. The results showed that most of the participants believe that it is possible to teach concepts and chemical phenomena to students with visual impairment, but pointed out difficulties that go through this process, such as: the need of teacher training; elaboration of special resources, necessary methodologies to meet needs, working conditions of teachers, experimental adaptations, in which, often, phenomena are explained from visual observations, and application of the 3 dimensions of the specificity of the teaching of Chemistry, being the theoretical, phenomenological and representational levels. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-21 |
dc.date.accessioned.fl_str_mv |
2019-02-06T14:46:35Z |
dc.date.available.fl_str_mv |
2019-02-06T14:46:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
MOLENA, Juliane Cristina. Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização. 2018. Dissertação (Mestrado em Educação em Ciências e Matemática) – Universidade Federal de São Carlos, Araras, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10914. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10914 |
identifier_str_mv |
MOLENA, Juliane Cristina. Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização. 2018. Dissertação (Mestrado em Educação em Ciências e Matemática) – Universidade Federal de São Carlos, Araras, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10914. |
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https://repositorio.ufscar.br/handle/ufscar/10914 |
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openAccess |
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Universidade Federal de São Carlos Câmpus Araras |
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Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-Ar |
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Universidade Federal de São Carlos Câmpus Araras |
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