Investigative experimentation in teacher education from the practice as a curricular component

Detalhes bibliográficos
Autor(a) principal: Melo, Graciele Carvalho de
Data de Publicação: 2021
Outros Autores: Dutra, Bibiana Kaiser, Dávila, Eliziane da Silva
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/2971
Resumo: The initial training of teachers in higher education has been much debated among researchers and one of the aspects that needed to be rethought was how to break the dichotomy between the specific area and the pedagogical area in undergraduate courses. This paper aims to investigate, qualitatively, the evolution of the development of lesson plans focused on the development of investigative experiments, produced by undergraduate students of the undergraduate course in Biological Sciences at Instituto Federal Farroupilha - Campus São Vicente do Sul (IFFar - SVS). The students built 3 lesson plans during the course of the discipline of Practice as a Curricular Component V (PeCCV), which was organized based on the Three Pedagogical Moments (3MP). The data were analyzed using Bardin's Content Analysis (2011). From this analysis, we observed the difficulty of undergraduates to overcome the barriers of traditional teaching, because they still conceived the need to first explain the scientific content and then perform the experimental part. In addition, the students had difficulties in determining the "problem" to be investigated in the experiments and allowing the fictitious students a space for them to develop hypotheses about the problem, so that they could have more autonomy in the proposed activities and the teacher could assume the role of mediator in the teaching and learning process of their students. Finally, we found the importance of the PeCCs as a space for teaching and learning about teaching, where students can experience and reflect on their practice, as well as on different methodologies, strategies, resources and teaching approaches, such as Teaching by Investigation, exploring what constitutes them as teachers
id UCS-4_ee00cb132ed4783eb4057daca09125b7
oai_identifier_str oai:ojs.pkp.sfu.ca:article/2971
network_acronym_str UCS-4
network_name_str Revista de Ensino de Ciências e Matemática - REnCiMa
repository_id_str
spelling Investigative experimentation in teacher education from the practice as a curricular componentLa experimentación investigadora en la formación del profesorado desde la práctica como componente curricularA experimentação investigativa na formação de professores a partir da prática como componente curricularPrática de EnsinoEnsino por InvestigaçãoFormação DocenteTeaching PracticeResearch TeachingInitial Teacher EducationPráctica DocenteDocencia de la InvestigaciónFormación Inicial del ProfesoradoThe initial training of teachers in higher education has been much debated among researchers and one of the aspects that needed to be rethought was how to break the dichotomy between the specific area and the pedagogical area in undergraduate courses. This paper aims to investigate, qualitatively, the evolution of the development of lesson plans focused on the development of investigative experiments, produced by undergraduate students of the undergraduate course in Biological Sciences at Instituto Federal Farroupilha - Campus São Vicente do Sul (IFFar - SVS). The students built 3 lesson plans during the course of the discipline of Practice as a Curricular Component V (PeCCV), which was organized based on the Three Pedagogical Moments (3MP). The data were analyzed using Bardin's Content Analysis (2011). From this analysis, we observed the difficulty of undergraduates to overcome the barriers of traditional teaching, because they still conceived the need to first explain the scientific content and then perform the experimental part. In addition, the students had difficulties in determining the "problem" to be investigated in the experiments and allowing the fictitious students a space for them to develop hypotheses about the problem, so that they could have more autonomy in the proposed activities and the teacher could assume the role of mediator in the teaching and learning process of their students. Finally, we found the importance of the PeCCs as a space for teaching and learning about teaching, where students can experience and reflect on their practice, as well as on different methodologies, strategies, resources and teaching approaches, such as Teaching by Investigation, exploring what constitutes them as teachersLa formación inicial del profesorado en la enseñanza superior ha sido muy debatida entre los investigadores y uno de los aspectos que había que repensar era cómo romper con la dicotomía entre el área específica y el área pedagógica en los cursos de grado. Este trabajo tiene como objetivo investigar, cualitativamente, la evolución de la elaboración de planes de clase dirigidos al desarrollo de experimentos de investigación, producidos por estudiantes de pregrado del curso de licenciatura en Ciencias Biológicas del Instituto Federal Farroupilha - Campus São Vicente do Sul (IFFar - SVS). Los estudiantes construyeron 3 planes de clase durante la disciplina de Práctica como Componente Curricular V (PeCCV), que se organizó a partir de los Tres Momentos Pedagógicos (3MP). Los datos se analizaron en base al Análisis de Contenido de Bardin (2011). A partir de este análisis, observamos la dificultad de los estudiantes de grado para superar las barreras de la enseñanza tradicional, ya que siguen concibiendo la necesidad de explicar primero el contenido científico y luego realizar la parte experimental. Además, los alumnos tuvieron dificultades para determinar el "problema" a investigar en los experimentos y permitir a los alumnos ficticios un espacio para que desarrollaran hipótesis sobre el problema, de modo que tuvieran mayor autonomía en las actividades propuestas y el profesor asumiera el papel de mediador en el proceso de enseñanza y aprendizaje de sus alumnos. Finalmente, encontramos la importancia de los PeCC como espacio de enseñanza y aprendizaje sobre la enseñanza, donde los estudiantes pueden experimentar y reflexionar sobre su práctica, así como sobre diferentes metodologías, estrategias, recursos y enfoques de enseñanza, como la Enseñanza por Investigación, explorando lo que los constituye como profesoresA formação inicial de professores, no âmbito do ensino superior, tem sido muito debatida entre os pesquisadores e um dos aspectos que necessitava ser repensado era como romper com a dicotomia entre a área específica e a área pedagógica nas licenciaturas. Este trabalho visa averiguar, qualitativamente, a evolução da elaboração de planos de aulas voltados ao desenvolvimento de experimentos investigativos, produzidos por acadêmicos do curso de licenciatura em Ciências Biológicas, do Instituto Federal Farroupilha - Campus São Vicente do Sul (IFFar - SVS). Os mesmos construíram 3 planos de aulas, no decorrer da disciplina de Prática enquanto Componente Curricular V (PeCCV), a qual foi organizada a partir dos Três Momentos Pedagógicos (3MP). Os dados foram analisados a partir da Análise de Conteúdo de Bardin (2011). A partir desta análise, observamos a dificuldade dos licenciandos em ultrapassar as barreiras do ensino tradicional, pois ainda concebiam a necessidade de, primeiramente, explicar o conteúdo científico e, na sequência, realizar a parte experimental. Além disso, os acadêmicos apresentaram dificuldades para determinar o “problema” a ser investigado nos experimentos e permitir aos alunos fictícios um espaço para eles elaborarem hipóteses sobre a problemática, de modo que tivessem maior autonomia nas atividades propostas e o professor assumisse a figura de mediador no processo de ensino e aprendizagem de seus educandos. Por fim, constatamos a importância das PeCCs como um espaço de ensino e aprendizagem sobre a docência, onde os acadêmicos possam experienciar e refletir sobre sua prática, bem como sobre diferentes metodologias, estratégias, recursos e abordagens de ensino, como o Ensino por Investigação, explorando o que os constitui como professoresEditora Cruzeiro do Sul2021-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/297110.26843/rencima.v12n4a23Revista de Ensino de Ciências e Matemática; v. 12 n. 4 (2021): jul./set.; 1-242179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2971/1673https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessMelo, Graciele Carvalho deDutra, Bibiana KaiserDávila, Eliziane da Silva2023-05-13T21:18:04Zoai:ojs.pkp.sfu.ca:article/2971Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-13T21:18:04Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Investigative experimentation in teacher education from the practice as a curricular component
La experimentación investigadora en la formación del profesorado desde la práctica como componente curricular
A experimentação investigativa na formação de professores a partir da prática como componente curricular
title Investigative experimentation in teacher education from the practice as a curricular component
spellingShingle Investigative experimentation in teacher education from the practice as a curricular component
Melo, Graciele Carvalho de
Prática de Ensino
Ensino por Investigação
Formação Docente
Teaching Practice
Research Teaching
Initial Teacher Education
Práctica Docente
Docencia de la Investigación
Formación Inicial del Profesorado
title_short Investigative experimentation in teacher education from the practice as a curricular component
title_full Investigative experimentation in teacher education from the practice as a curricular component
title_fullStr Investigative experimentation in teacher education from the practice as a curricular component
title_full_unstemmed Investigative experimentation in teacher education from the practice as a curricular component
title_sort Investigative experimentation in teacher education from the practice as a curricular component
author Melo, Graciele Carvalho de
author_facet Melo, Graciele Carvalho de
Dutra, Bibiana Kaiser
Dávila, Eliziane da Silva
author_role author
author2 Dutra, Bibiana Kaiser
Dávila, Eliziane da Silva
author2_role author
author
dc.contributor.author.fl_str_mv Melo, Graciele Carvalho de
Dutra, Bibiana Kaiser
Dávila, Eliziane da Silva
dc.subject.por.fl_str_mv Prática de Ensino
Ensino por Investigação
Formação Docente
Teaching Practice
Research Teaching
Initial Teacher Education
Práctica Docente
Docencia de la Investigación
Formación Inicial del Profesorado
topic Prática de Ensino
Ensino por Investigação
Formação Docente
Teaching Practice
Research Teaching
Initial Teacher Education
Práctica Docente
Docencia de la Investigación
Formación Inicial del Profesorado
description The initial training of teachers in higher education has been much debated among researchers and one of the aspects that needed to be rethought was how to break the dichotomy between the specific area and the pedagogical area in undergraduate courses. This paper aims to investigate, qualitatively, the evolution of the development of lesson plans focused on the development of investigative experiments, produced by undergraduate students of the undergraduate course in Biological Sciences at Instituto Federal Farroupilha - Campus São Vicente do Sul (IFFar - SVS). The students built 3 lesson plans during the course of the discipline of Practice as a Curricular Component V (PeCCV), which was organized based on the Three Pedagogical Moments (3MP). The data were analyzed using Bardin's Content Analysis (2011). From this analysis, we observed the difficulty of undergraduates to overcome the barriers of traditional teaching, because they still conceived the need to first explain the scientific content and then perform the experimental part. In addition, the students had difficulties in determining the "problem" to be investigated in the experiments and allowing the fictitious students a space for them to develop hypotheses about the problem, so that they could have more autonomy in the proposed activities and the teacher could assume the role of mediator in the teaching and learning process of their students. Finally, we found the importance of the PeCCs as a space for teaching and learning about teaching, where students can experience and reflect on their practice, as well as on different methodologies, strategies, resources and teaching approaches, such as Teaching by Investigation, exploring what constitutes them as teachers
publishDate 2021
dc.date.none.fl_str_mv 2021-09-30
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/2971
10.26843/rencima.v12n4a23
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2971
identifier_str_mv 10.26843/rencima.v12n4a23
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2971/1673
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. 4 (2021): jul./set.; 1-24
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
_version_ 1799306132434452480

Registros relacionados