The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Ensino de Ciências e Matemática - REnCiMa |
Texto Completo: | https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2772 |
Resumo: | The theme of this work is the Teaching of Science by Investigation in the continuing education of teachers of the initial years. The objective was to identify, in the researches that deal with the continued formation of teachers who act in the initial years, aspects of the Teaching of Sciences by Investigation. For this, purpose a search was made in theses and dissertations that are published in the Brazilian Institute of Information in Science and Technology. The analytical process was of a qualitative nature and the data were constructed by means of Discursive Textual Analysis, which originated 150 sense units, from which emerged 8 initial categories, 4 intermediate categories and one final category. The metatext indicates the insertion of Science Teaching by Investigation as a formative necessity for bringing about changes in teaching practice, and points out the collective and reflective movement as a way of empowering the teacher to understand and plan his practice. With the constructed results, we present approximations with the movements of Investigation-Training-Action and Investigation-Training-Action in Sciences, which recommend the effective participation of the teacher in all stages of formation. |
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The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the areaLa Enseñanza de la Ciencia mediante la Investigación en la formación continua de los profesores en los primeros años una mirada a la investigación en el áreaO ensino de Ciências por Investigação na formação continuada de professores dos anos iniciais um olhar para as pesquisas da áreaInvestigação-AçãoPráticas InvestigativasReflexão CríticaInvestigation-ActionInvestigative PracticesCritical ReflectionInvestigación-AcciónPrácticas de investigaciónReflexión críticaThe theme of this work is the Teaching of Science by Investigation in the continuing education of teachers of the initial years. The objective was to identify, in the researches that deal with the continued formation of teachers who act in the initial years, aspects of the Teaching of Sciences by Investigation. For this, purpose a search was made in theses and dissertations that are published in the Brazilian Institute of Information in Science and Technology. The analytical process was of a qualitative nature and the data were constructed by means of Discursive Textual Analysis, which originated 150 sense units, from which emerged 8 initial categories, 4 intermediate categories and one final category. The metatext indicates the insertion of Science Teaching by Investigation as a formative necessity for bringing about changes in teaching practice, and points out the collective and reflective movement as a way of empowering the teacher to understand and plan his practice. With the constructed results, we present approximations with the movements of Investigation-Training-Action and Investigation-Training-Action in Sciences, which recommend the effective participation of the teacher in all stages of formation.El tema de este trabajo es la Enseñanza de la Ciencia por la Investigación en la formación continua de los profesores desde los primeros años. El objetivo era identificar, en las investigaciones que tratan de la formación continua de los profesores que actúan en los años iniciales, aspectos de la Enseñanza de la Ciencia por la Investigación. Con este fin, se realizó una búsqueda en las tesis y disertaciones que se publican en el Instituto Brasileño de Información en Ciencia y Tecnología. El proceso analítico fue de carácter cualitativo y los datos se construyeron mediante el Análisis Textual Discursivo, que originó 150 unidades de sentido, de las que surgieron 8 categorías iniciales, 4 categorías intermedias y una categoría final. El metatexto indica la inserción de la Enseñanza de la Ciencia por la Investigación como una necesidad formativa para provocar cambios en la práctica de la enseñanza, y señala el movimiento colectivo y reflexivo como una forma de capacitar al profesor para entender y planificar su práctica. Con los resultados construidos, presentamos aproximaciones a los movimientos de Investigación-Formación-Acción e Investigación-Formación-Acción en Ciencias, que recomiendan la participación efectiva del profesor en todas las etapas de la formación.A temática deste trabalho é o Ensino de Ciências por Investigação na formação continuada de professores dos anos iniciais. O objetivo consistiu em identificar, nas pesquisas que tratam da formação continuada de professores que atuam nos anos iniciais, aspectos do Ensino de Ciências por Investigação. Para isso, realizou-se uma busca em teses e dissertações que estão publicadas no Instituto Brasileiro de Informação em Ciência e Tecnologia. O processo analítico foi de cunho qualitativo e os dados foram construídos por meio da Análise Textual Discursiva, a qual originou 150 unidades de sentido, das quais emergiram 8 categorias iniciais, 4 categorias intermediárias e uma categoria final. O metatexto indica a inserção do Ensino de Ciências por Investigação como uma necessidade formativa por oportunizar mudanças na prática docente, e aponta o movimento coletivo e reflexivo como modo de potencializar ao professor a compreensão e o planejamento da sua prática. Com os resultados construídos, apresentamos aproximações com os movimentos de Investigação-Formação-Ação e Investigação-Formação-Ação em Ciências, os quais preconizam a participação efetiva do professor em todas as etapas da formação.Editora Cruzeiro do Sul2021-02-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/277210.26843/rencima.v12n1a14Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-202179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2772/1482https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessde Melo, Débora Kélli FreitasWenzel, Judite Scherer2023-05-12T22:58:26Zoai:ojs.pkp.sfu.ca:article/2772Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T22:58:26Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area La Enseñanza de la Ciencia mediante la Investigación en la formación continua de los profesores en los primeros años una mirada a la investigación en el área O ensino de Ciências por Investigação na formação continuada de professores dos anos iniciais um olhar para as pesquisas da área |
title |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area |
spellingShingle |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area de Melo, Débora Kélli Freitas Investigação-Ação Práticas Investigativas Reflexão Crítica Investigation-Action Investigative Practices Critical Reflection Investigación-Acción Prácticas de investigación Reflexión crítica |
title_short |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area |
title_full |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area |
title_fullStr |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area |
title_full_unstemmed |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area |
title_sort |
The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area |
author |
de Melo, Débora Kélli Freitas |
author_facet |
de Melo, Débora Kélli Freitas Wenzel, Judite Scherer |
author_role |
author |
author2 |
Wenzel, Judite Scherer |
author2_role |
author |
dc.contributor.author.fl_str_mv |
de Melo, Débora Kélli Freitas Wenzel, Judite Scherer |
dc.subject.por.fl_str_mv |
Investigação-Ação Práticas Investigativas Reflexão Crítica Investigation-Action Investigative Practices Critical Reflection Investigación-Acción Prácticas de investigación Reflexión crítica |
topic |
Investigação-Ação Práticas Investigativas Reflexão Crítica Investigation-Action Investigative Practices Critical Reflection Investigación-Acción Prácticas de investigación Reflexión crítica |
description |
The theme of this work is the Teaching of Science by Investigation in the continuing education of teachers of the initial years. The objective was to identify, in the researches that deal with the continued formation of teachers who act in the initial years, aspects of the Teaching of Sciences by Investigation. For this, purpose a search was made in theses and dissertations that are published in the Brazilian Institute of Information in Science and Technology. The analytical process was of a qualitative nature and the data were constructed by means of Discursive Textual Analysis, which originated 150 sense units, from which emerged 8 initial categories, 4 intermediate categories and one final category. The metatext indicates the insertion of Science Teaching by Investigation as a formative necessity for bringing about changes in teaching practice, and points out the collective and reflective movement as a way of empowering the teacher to understand and plan his practice. With the constructed results, we present approximations with the movements of Investigation-Training-Action and Investigation-Training-Action in Sciences, which recommend the effective participation of the teacher in all stages of formation. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2772 10.26843/rencima.v12n1a14 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2772 |
identifier_str_mv |
10.26843/rencima.v12n1a14 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2772/1482 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-20 2179-426X reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
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UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
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