Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education

Detalhes bibliográficos
Autor(a) principal: Schultz, Adriane Kis
Data de Publicação: 2023
Outros Autores: Bonotto, Danusa De Lara
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/3859
Resumo: This study includes results of a qualitative research, with the objective of understanding the elements present in pedagogical practices of Modeling in Sciences (MC) that can contribute to the development of Scientific Literacy (CA) of students in the Elementary School. To this end, the subjects are six teachers who participated in five training meetings involving the themes MC and AC. The constitution of the data took place through the written production of training diaries. We followed the procedures of Content Analysis, from which we recognized that: i) the training meetings favored the valorization of the collectivity, allowed reflections on the teaching practice, the mobilization and transformation of knowledge and ii) the understanding of the teachers expands to the textualize the elements of CM that favor the development of CA. However, they present challenges for the insertion of practices, associated with the time for planning, the fulfillment of programs and the teaching insecurity itself.
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spelling Scientific literacy and Science modeling in the Elementary School: entanglements from continuing educationAlfabetización científica y modelado de Ciencias en los Escuela Primária: enredos desde la educación continua Alfabetização científica e modelagem nas Ciências nos Anos Iniciais: entrelaçamentos a partir da formação continuadaPráticas PedagógicasFormação ContinuadaSaberes da DocênciaProfessor ReflexivoPedagogical PracticesContinuing TrainingTeaching KnowledgeReflective TeacherPrácticas PedagógicasFormación ContinuaEnseñanza del ConocimientoProfesor ReflexivoThis study includes results of a qualitative research, with the objective of understanding the elements present in pedagogical practices of Modeling in Sciences (MC) that can contribute to the development of Scientific Literacy (CA) of students in the Elementary School. To this end, the subjects are six teachers who participated in five training meetings involving the themes MC and AC. The constitution of the data took place through the written production of training diaries. We followed the procedures of Content Analysis, from which we recognized that: i) the training meetings favored the valorization of the collectivity, allowed reflections on the teaching practice, the mobilization and transformation of knowledge and ii) the understanding of the teachers expands to the textualize the elements of CM that favor the development of CA. However, they present challenges for the insertion of practices, associated with the time for planning, the fulfillment of programs and the teaching insecurity itself.Este estudio incluye resultados de una investigación cualitativa, con el objetivo de comprender los elementos presentes en las prácticas pedagógicas de Modelado en Ciencias (MC) que pueden contribuir al desarrollo de la Alfabetización Científica (AC) de los estudiantes de los Años Iniciales de la Enseñanza Fundamental. Para ello, los sujetos son seis profesores que participaron de cinco encuentros de formación que involucran los temas MC y AC. La constitución de los datos ocurrió a través de la producción escrita de diarios de entrenamiento. Seguimos los procedimientos de Análisis de Contenido, a partir de los cuales reconocimos que: i) los encuentros de formación favorecieron la valorización de la colectividad, permitieron reflexiones sobre la práctica docente, la movilización y transformación de saberes y ii) la comprensión de los docentes se expande al textualizar los elementos de CM que favorecen el desarrollo de CA. Sin embargo, presentan desafíos para la inserción de prácticas, asociados al tiempo de planificación, al cumplimiento de los programas y a la propia inseguridad docente.Este estudo contempla resultados de uma pesquisa qualitativa, com objetivo de compreender os elementos presentes em práticas pedagógicas de Modelagem nas Ciências (MC) que podem contribuir para o desenvolvimento da Alfabetização Científica (AC) dos alunos dos Anos Iniciais do Ensino Fundamental. Para tal, os sujeitos são seis professoras que participaram de cinco encontros formativos envolvendo as temáticas MC e AC. A constituição dos dados deu-se por meio da produção escrita de diários de formação. Seguimos os procedimentos da Análise de Conteúdo, a partir da qual reconhecemos que: i) os encontros formativos favoreceram a valorização da coletividade, possibilitaram reflexões sobre a prática docente, a mobilização e transformação de saberes e ii) o entendimento das professoras amplia-se ao textualizar os elementos da MC que beneficiam o desenvolvimento da AC. Porém, apresentam desafios para a inserção das práticas, associadas ao tempo para planejamento, ao cumprimento de programas e à própria insegurança docente.Editora Cruzeiro do Sul2023-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/385910.26843/rencima.v14n2a19Revista de Ensino de Ciências e Matemática; v. 14 n. 2 (2023): abr./jun.; 1-252179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3859/2075https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSchultz, Adriane KisBonotto, Danusa De Lara2023-11-15T21:02:03Zoai:ojs.pkp.sfu.ca:article/3859Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-11-15T21:02:03Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
Alfabetización científica y modelado de Ciencias en los Escuela Primária: enredos desde la educación continua
Alfabetização científica e modelagem nas Ciências nos Anos Iniciais: entrelaçamentos a partir da formação continuada
title Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
spellingShingle Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
Schultz, Adriane Kis
Práticas Pedagógicas
Formação Continuada
Saberes da Docência
Professor Reflexivo
Pedagogical Practices
Continuing Training
Teaching Knowledge
Reflective Teacher
Prácticas Pedagógicas
Formación Continua
Enseñanza del Conocimiento
Profesor Reflexivo
title_short Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
title_full Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
title_fullStr Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
title_full_unstemmed Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
title_sort Scientific literacy and Science modeling in the Elementary School: entanglements from continuing education
author Schultz, Adriane Kis
author_facet Schultz, Adriane Kis
Bonotto, Danusa De Lara
author_role author
author2 Bonotto, Danusa De Lara
author2_role author
dc.contributor.author.fl_str_mv Schultz, Adriane Kis
Bonotto, Danusa De Lara
dc.subject.por.fl_str_mv Práticas Pedagógicas
Formação Continuada
Saberes da Docência
Professor Reflexivo
Pedagogical Practices
Continuing Training
Teaching Knowledge
Reflective Teacher
Prácticas Pedagógicas
Formación Continua
Enseñanza del Conocimiento
Profesor Reflexivo
topic Práticas Pedagógicas
Formação Continuada
Saberes da Docência
Professor Reflexivo
Pedagogical Practices
Continuing Training
Teaching Knowledge
Reflective Teacher
Prácticas Pedagógicas
Formación Continua
Enseñanza del Conocimiento
Profesor Reflexivo
description This study includes results of a qualitative research, with the objective of understanding the elements present in pedagogical practices of Modeling in Sciences (MC) that can contribute to the development of Scientific Literacy (CA) of students in the Elementary School. To this end, the subjects are six teachers who participated in five training meetings involving the themes MC and AC. The constitution of the data took place through the written production of training diaries. We followed the procedures of Content Analysis, from which we recognized that: i) the training meetings favored the valorization of the collectivity, allowed reflections on the teaching practice, the mobilization and transformation of knowledge and ii) the understanding of the teachers expands to the textualize the elements of CM that favor the development of CA. However, they present challenges for the insertion of practices, associated with the time for planning, the fulfillment of programs and the teaching insecurity itself.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-30
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/3859
10.26843/rencima.v14n2a19
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3859
identifier_str_mv 10.26843/rencima.v14n2a19
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3859/2075
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. 14 n. 2 (2023): abr./jun.; 1-25
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
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)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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