Contribution for characterization of the pedagogical models in Basic Education Science teaching

Detalhes bibliográficos
Autor(a) principal: Carmo, José Manuel
Data de Publicação: 2021
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/2853
Resumo: In Portugal, the 1991 programs introduce modifications with "constructivist" characteristics in the teaching of sciences in the initial cycles of Basic Education. With the objective of characterizing the methodology used in the practice of science teaching, the study reveals the pattern of identification with different pedagogical models of 3rd and 4th grade teachers in the context of a course focused on the experimental teaching of the topic "floating". The results of this study are compared with those obtained in a previous study with 5th and 6th grade "Nature Sciences" teachers, a few years after the introduction of the 1991 programs. The profile of occupation of teaching time with typical teaching situations is consistent with the chosen models, with the methodological changes in science teaching and with the specific characteristics of the teaching unit. A relevant increase of the teachers who identify their teaching with models with constructivist characteristics and revealing a profile of occupation of teaching time with pedagogical situations coherently less branded by teacher’s actions and more by student activity, however, 30 years after the programs reform, this increase is reduced.
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spelling Contribution for characterization of the pedagogical models in Basic Education Science teachingContribución a la caracterización de modelos pedagógicos en la enseñanza de la Ciencia en la Educación BásicaContributo para a caracterização dos modelos pedagógicos no ensino de Ciências no Ensino BásicoEnsino ConstrutivistaEnsino de CiênciasEstratégias de EnsinoPerfil Metodológico de EnsinoConstructivist TeachingScience TeachingTeaching StrategiesTeaching Methodological ProfileEnseñanza ConstructivistaEnseñanza de CienciasEstrategias de EnseñanzaPerfil Metodológico de EnseñanzaIn Portugal, the 1991 programs introduce modifications with "constructivist" characteristics in the teaching of sciences in the initial cycles of Basic Education. With the objective of characterizing the methodology used in the practice of science teaching, the study reveals the pattern of identification with different pedagogical models of 3rd and 4th grade teachers in the context of a course focused on the experimental teaching of the topic "floating". The results of this study are compared with those obtained in a previous study with 5th and 6th grade "Nature Sciences" teachers, a few years after the introduction of the 1991 programs. The profile of occupation of teaching time with typical teaching situations is consistent with the chosen models, with the methodological changes in science teaching and with the specific characteristics of the teaching unit. A relevant increase of the teachers who identify their teaching with models with constructivist characteristics and revealing a profile of occupation of teaching time with pedagogical situations coherently less branded by teacher’s actions and more by student activity, however, 30 years after the programs reform, this increase is reduced.En Portugal, los programas de 1991 introducen modificaciones con características "constructivistas" en la enseñanza de las ciencias en los ciclos iniciales de Educación Básica. Con el objetivo de caracterizar la metodología utilizada  en la práctica de la enseñanza de las ciencias, el estudio revela el patrón de identificación con escenarios que representan diferentes modelos pedagógicos de profesores en los años 3 y 4 de la escolarización en el contexto de un curso centrado en la enseñanza experimental del tema "flotación". Los resultados de este estudio se comparan con los obtenidos en un estudio previo con profesores de "Ciencias de la Naturaleza" de los años 5 y 6, pocos años después de la introducción de los programas de 1991. El perfil de ocupación del tiempo lectivo con situaciones típicas en enseñanza es coherente con los modelos elegidos, con los cambios metodológicos en la enseñanza de la ciencia y con las características específicas de la unidad de enseñanza. Un aumento significativo en los profesores que identifican su enseñanza con modelos con características constructivistas y revelando un perfil de ocupación del tiempo lectivo con situaciones pedagógicas consistentemente menos marcadas por la acción del profesor y más por la actividad de los alumnos, sin embargo, 30 años después de la reforma de los programas este aumento es reducido.Em Portugal, os programas de 1991 introduzem modificações com características "construtivistas" no ensino das ciências nos ciclos iniciais do Ensino Básico. Com o objetivo de caracterizar a metodologia utilizada na prática do ensino de ciências, este estudo revela o padrão de identificação com diferentes modelos pedagógicos dos professores dos 3º e 4º anos de escolaridade no contexto de um curso focado no ensino experimental do tópico "flutuação". Os resultados deste estudo são comparados com os obtidos num estudo anterior com professores de “Ciências da Natureza” dos 5º e 6º anos, alguns anos após a introdução dos programas de 1991. O perfil de ocupação do tempo letivo com situações típicas de ensino é consistente com os modelos escolhidos, com as mudanças metodológicas no ensino de ciências e com as características específicas da unidade de ensino. Um relevante aumento dos professores que identificam o seu ensino com modelos com características construtivistas e revelando um perfil de ocupação do tempo letivo com situações pedagógicas coerentemente menos marcadas pela ação do professor e mais pela atividade dos alunos, todavia, 30 anos após a reforma dos programas este aumento é reduzido.Editora Cruzeiro do Sul2021-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/285310.26843/rencima.v12n3a16Revista de Ensino de Ciências e Matemática; v. 12 n. 3 (2021): abr./jun.; 1-162179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2853/1638https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2853/1548https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessCarmo, José Manuel2023-05-13T20:57:18Zoai:ojs.pkp.sfu.ca:article/2853Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-13T20:57:18Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Contribution for characterization of the pedagogical models in Basic Education Science teaching
Contribución a la caracterización de modelos pedagógicos en la enseñanza de la Ciencia en la Educación Básica
Contributo para a caracterização dos modelos pedagógicos no ensino de Ciências no Ensino Básico
title Contribution for characterization of the pedagogical models in Basic Education Science teaching
spellingShingle Contribution for characterization of the pedagogical models in Basic Education Science teaching
Carmo, José Manuel
Ensino Construtivista
Ensino de Ciências
Estratégias de Ensino
Perfil Metodológico de Ensino
Constructivist Teaching
Science Teaching
Teaching Strategies
Teaching Methodological Profile
Enseñanza Constructivista
Enseñanza de Ciencias
Estrategias de Enseñanza
Perfil Metodológico de Enseñanza
title_short Contribution for characterization of the pedagogical models in Basic Education Science teaching
title_full Contribution for characterization of the pedagogical models in Basic Education Science teaching
title_fullStr Contribution for characterization of the pedagogical models in Basic Education Science teaching
title_full_unstemmed Contribution for characterization of the pedagogical models in Basic Education Science teaching
title_sort Contribution for characterization of the pedagogical models in Basic Education Science teaching
author Carmo, José Manuel
author_facet Carmo, José Manuel
author_role author
dc.contributor.author.fl_str_mv Carmo, José Manuel
dc.subject.por.fl_str_mv Ensino Construtivista
Ensino de Ciências
Estratégias de Ensino
Perfil Metodológico de Ensino
Constructivist Teaching
Science Teaching
Teaching Strategies
Teaching Methodological Profile
Enseñanza Constructivista
Enseñanza de Ciencias
Estrategias de Enseñanza
Perfil Metodológico de Enseñanza
topic Ensino Construtivista
Ensino de Ciências
Estratégias de Ensino
Perfil Metodológico de Ensino
Constructivist Teaching
Science Teaching
Teaching Strategies
Teaching Methodological Profile
Enseñanza Constructivista
Enseñanza de Ciencias
Estrategias de Enseñanza
Perfil Metodológico de Enseñanza
description In Portugal, the 1991 programs introduce modifications with "constructivist" characteristics in the teaching of sciences in the initial cycles of Basic Education. With the objective of characterizing the methodology used in the practice of science teaching, the study reveals the pattern of identification with different pedagogical models of 3rd and 4th grade teachers in the context of a course focused on the experimental teaching of the topic "floating". The results of this study are compared with those obtained in a previous study with 5th and 6th grade "Nature Sciences" teachers, a few years after the introduction of the 1991 programs. The profile of occupation of teaching time with typical teaching situations is consistent with the chosen models, with the methodological changes in science teaching and with the specific characteristics of the teaching unit. A relevant increase of the teachers who identify their teaching with models with constructivist characteristics and revealing a profile of occupation of teaching time with pedagogical situations coherently less branded by teacher’s actions and more by student activity, however, 30 years after the programs reform, this increase is reduced.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-22
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/2853
10.26843/rencima.v12n3a16
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2853
identifier_str_mv 10.26843/rencima.v12n3a16
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2853/1638
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2853/1548
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. 3 (2021): abr./jun.; 1-16
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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