Investigative teaching sequences: a challenge in initial training of Science teachers
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
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/2489 |
Resumo: | The Investigative Teaching Sequences (ITS) are a set of key activities that comprise a particular item of the school schedule and aim to contribute to the scientific training of students. In the application of a short course that addressed this topic, participants (undergraduate students in Natural Sciences) were required to prepare ITS according to the aspects presented. Thus, this research aimed to assist future teachers in the preparation of classes along the lines of Teaching by Investigation, in addition to contributing to reflection on their respective pedagogical practices. The ITS formulated by the participants were analyzed based on the adopted theoretical framework. It was observed that the participants of the mini-course (total of 24) demonstrated some difficulty in developing a didactic sequence consistent with the ITS, especially with regard to the adoption of the characteristics and steps contained in the problem (first key activity). Therefore, it is considered that the action was valid to initiate a discussion about the characteristics and peculiarities of investigative teaching that differentiate it from the traditional model, presenting ITS as a teaching methodology. However, training for the use of ITS, in the future classes of undergraduate students, would require a longer period, with discussions and re-elaboration of the stages in which mistakes or inadequacy were found. |
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Investigative teaching sequences: a challenge in initial training of Science teachersSequências de ensino investigativas: um desafio na formação inicial de professores de CiênciasFormação DocenteSequências DidáticasEnsino por InvestigaçãoTeacher TrainingInvestigative Teaching SequencesTeaching by InquiryThe Investigative Teaching Sequences (ITS) are a set of key activities that comprise a particular item of the school schedule and aim to contribute to the scientific training of students. In the application of a short course that addressed this topic, participants (undergraduate students in Natural Sciences) were required to prepare ITS according to the aspects presented. Thus, this research aimed to assist future teachers in the preparation of classes along the lines of Teaching by Investigation, in addition to contributing to reflection on their respective pedagogical practices. The ITS formulated by the participants were analyzed based on the adopted theoretical framework. It was observed that the participants of the mini-course (total of 24) demonstrated some difficulty in developing a didactic sequence consistent with the ITS, especially with regard to the adoption of the characteristics and steps contained in the problem (first key activity). Therefore, it is considered that the action was valid to initiate a discussion about the characteristics and peculiarities of investigative teaching that differentiate it from the traditional model, presenting ITS as a teaching methodology. However, training for the use of ITS, in the future classes of undergraduate students, would require a longer period, with discussions and re-elaboration of the stages in which mistakes or inadequacy were found.As Sequências de Ensino Investigativas (SEIs) são um conjunto de atividades-chave que compreendem um determinado item do cronograma escolar e tem por objetivo contribuir para a formação científica de estudantes. Na aplicação de um minicurso que discorria sobre esse tema, foi requerido dos participantes (licenciandos em Ciências da Natureza) que elaborassem SEIs de acordo com os aspectos apresentados. Desta forma, esta pesquisa teve como objetivo auxiliar futuros docentes na elaboração de aulas nos moldes do Ensino por Investigação, além de contribuir para reflexão sobre suas respectivas práticas pedagógicas. As SEIs formuladas pelos participantes foram analisadas com base no referencial teórico adotado. Observou-se que os participantes do minicurso (total de 24) demonstraram certa dificuldade para elaborar uma sequência didática condizente com a SEI, principalmente no que diz respeito à adoção das características e etapas contidas no problema (primeira atividade-chave). Portanto, considera-se que a ação foi válida para iniciar uma discussão acerca das características e peculiaridades do ensino investigativo que o diferenciam do modelo tradicional, apresentando a SEI como metodologia de ensino. No entanto, a capacitação para utilização da SEI, nas futuras aulas dos licenciandos, demandaria maior período, com discussões e reelaboração das etapas nas quais encontrou-se equívocos ou inadequação.Editora Cruzeiro do Sul2020-11-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/248910.26843/10.26843/rencima.v11i7.2489Revista de Ensino de Ciências e Matemática; v. 11 n. 7 (2020): nov.; 360-3782179-426X10.26843/10.26843/rencima.v11i7reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2489/1425https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessAzevedo, Lília do Espírito SantoMarcelino, Valeria de SouzaMachado, Cassiana Barreto Hygino2023-05-12T18:23:38Zoai:ojs.pkp.sfu.ca:article/2489Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T18:23:38Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Investigative teaching sequences: a challenge in initial training of Science teachers Sequências de ensino investigativas: um desafio na formação inicial de professores de Ciências |
title |
Investigative teaching sequences: a challenge in initial training of Science teachers |
spellingShingle |
Investigative teaching sequences: a challenge in initial training of Science teachers Azevedo, Lília do Espírito Santo Formação Docente Sequências Didáticas Ensino por Investigação Teacher Training Investigative Teaching Sequences Teaching by Inquiry |
title_short |
Investigative teaching sequences: a challenge in initial training of Science teachers |
title_full |
Investigative teaching sequences: a challenge in initial training of Science teachers |
title_fullStr |
Investigative teaching sequences: a challenge in initial training of Science teachers |
title_full_unstemmed |
Investigative teaching sequences: a challenge in initial training of Science teachers |
title_sort |
Investigative teaching sequences: a challenge in initial training of Science teachers |
author |
Azevedo, Lília do Espírito Santo |
author_facet |
Azevedo, Lília do Espírito Santo Marcelino, Valeria de Souza Machado, Cassiana Barreto Hygino |
author_role |
author |
author2 |
Marcelino, Valeria de Souza Machado, Cassiana Barreto Hygino |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Azevedo, Lília do Espírito Santo Marcelino, Valeria de Souza Machado, Cassiana Barreto Hygino |
dc.subject.por.fl_str_mv |
Formação Docente Sequências Didáticas Ensino por Investigação Teacher Training Investigative Teaching Sequences Teaching by Inquiry |
topic |
Formação Docente Sequências Didáticas Ensino por Investigação Teacher Training Investigative Teaching Sequences Teaching by Inquiry |
description |
The Investigative Teaching Sequences (ITS) are a set of key activities that comprise a particular item of the school schedule and aim to contribute to the scientific training of students. In the application of a short course that addressed this topic, participants (undergraduate students in Natural Sciences) were required to prepare ITS according to the aspects presented. Thus, this research aimed to assist future teachers in the preparation of classes along the lines of Teaching by Investigation, in addition to contributing to reflection on their respective pedagogical practices. The ITS formulated by the participants were analyzed based on the adopted theoretical framework. It was observed that the participants of the mini-course (total of 24) demonstrated some difficulty in developing a didactic sequence consistent with the ITS, especially with regard to the adoption of the characteristics and steps contained in the problem (first key activity). Therefore, it is considered that the action was valid to initiate a discussion about the characteristics and peculiarities of investigative teaching that differentiate it from the traditional model, presenting ITS as a teaching methodology. However, training for the use of ITS, in the future classes of undergraduate students, would require a longer period, with discussions and re-elaboration of the stages in which mistakes or inadequacy were found. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-20 |
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/2489 10.26843/10.26843/rencima.v11i7.2489 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2489 |
identifier_str_mv |
10.26843/10.26843/rencima.v11i7.2489 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2489/1425 |
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. 11 n. 7 (2020): nov.; 360-378 2179-426X 10.26843/10.26843/rencima.v11i7 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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