The Teaching of Science by Investigation in the continuing formation of teachers of the initial years a look at the research in the area

Detalhes bibliográficos
Autor(a) principal: de Melo, Débora Kélli Freitas
Data de Publicação: 2021
Outros Autores: Wenzel, Judite Scherer
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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spelling 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
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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)
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institution 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)
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