Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
Autor(a) principal: | |
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Data de Publicação: | 2024 |
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/4522 |
Resumo: | The present work aims to understand the scientific and pedagogical content knowledge of teachers in the Pedagogical Residency Program in Chemistry, at the Federal University of Mato Grosso, identifying which and how this knowledge influences pedagogical practice. Knowledge is presented as a theoretical construct from the perspective of Pimenta (2012), Gauthier et al. (2013), Shulman (2014) and Tardif (2014). The research method consists of a qualitative approach, based on Narrative Research, using questionnaires and semi-structured interviews as investigative instruments. Discursive Textual Analysis was adopted for analysis. The results highlight the legitimacy of scientific knowledge in the teachers' pedagogical work methodologies, however, they may be used in a reductionist way or in a way that provides epistemological obstacles. Finally, this research contributes to Science Education by highlighting needs that must be addressed in initial teacher training, for example, epistemological vigilance, mobilization and interweaving of knowledge necessary for teaching. |
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Revista de Ensino de Ciências e Matemática - REnCiMa |
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Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry Conocimiento Científico y Pedagógico de Contenidos Químicos Expresado por Docentes de la Residencia Pedagógica en Química Saberes Científicos e Pedagógicos de Conteúdos Químicos Expressos por Professoras da Residência Pedagógica em Química Educação em CiênciasSaberes Docentes Residência Pedagógica em QuímicaEnsino MédioPesquisa NarrativaScience Education Teaching Knowledge Pedagogical Residency in ChemistryHigh schoolNarrative ResearchEnseñanza de las CienciasEnseñanza del Conocimiento Residencia Pedagógica en QuímicaEscuela SecundariaInvestigación NarrativaThe present work aims to understand the scientific and pedagogical content knowledge of teachers in the Pedagogical Residency Program in Chemistry, at the Federal University of Mato Grosso, identifying which and how this knowledge influences pedagogical practice. Knowledge is presented as a theoretical construct from the perspective of Pimenta (2012), Gauthier et al. (2013), Shulman (2014) and Tardif (2014). The research method consists of a qualitative approach, based on Narrative Research, using questionnaires and semi-structured interviews as investigative instruments. Discursive Textual Analysis was adopted for analysis. The results highlight the legitimacy of scientific knowledge in the teachers' pedagogical work methodologies, however, they may be used in a reductionist way or in a way that provides epistemological obstacles. Finally, this research contributes to Science Education by highlighting needs that must be addressed in initial teacher training, for example, epistemological vigilance, mobilization and interweaving of knowledge necessary for teaching.El presente trabajo tiene como objetivo comprender los conocimientos de contenidos científicos y pedagógicos de los profesores del Programa de Residencia Pedagógica en Química de la Universidad Federal de Mato Grosso, identificando cuáles y cómo esos conocimientos influyen en la práctica pedagógica. El conocimiento se presenta como un constructo teórico desde la perspectiva de Pimenta (2012), Gauthier et al. (2013), Shulman (2014) y Tardif (2014). El método de investigación consiste en un enfoque cualitativo, basado en la Investigación Narrativa, utilizando como instrumentos de investigación cuestionarios y entrevistas semiestructuradas, para el análisis se adoptó el Análisis Textual Discursivo. Los resultados resaltan la legitimidad del conocimiento científico en las metodologías de trabajo pedagógico de los docentes, sin embargo, pueden ser utilizados de manera reduccionista o de manera que proporcione obstáculos epistemológicos. Finalmente, esta investigación contribuye a la Educación en Ciencias al resaltar necesidades que deben ser atendidas en la formación inicial docente, por ejemplo, la vigilancia epistemológica, la movilización y el entrelazamiento de conocimientos necesarios para la enseñanza.O presente trabalho visa compreender os saberes científicos e pedagógicos de conteúdo de professoras do Programa Residência Pedagógica em Química, da Universidade Federal de Mato Grosso, identificando quais e como esses saberes influenciam o fazer pedagógico. Apresenta-se como construto teórico os saberes na perspectiva de Pimenta (2012), Gauthier et al., (2013), Shulman (2014) e Tardif (2014). O método de pesquisa consiste na abordagem qualitativa, a partir da Pesquisa Narrativa, tendo como instrumentos investigativos questionário e entrevista semiestruturada, para análise de adotou-se a Análise Textual Discursiva. Os resultados evidenciam a legitimidade dos saberes científicos nas metodologias do trabalho pedagógico das professoras, no entanto, podem estar sendo utilizados, de forma reducionista ou de forma a proporcionar obstáculos epistemológicos. Por fim, esta pesquisa contribui para Educação em Ciências ao evidenciar necessidades que devem ser advertidas na formação inicial de professores, por exemplo, vigilância epistemológica, mobilização e entrelaçamento dos saberes necessários a atuação docente.Editora Cruzeiro do Sul2024-03-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/452210.26843/rencima.v15n1a14Revista de Ensino de Ciências e Matemática; v. 15 n. 1 (2024): jan./mar.; 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/4522/2163https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccess Santos, Laiene Maria Rodrigues dos Calcanhoto , Karla Katherine Nascimento Ribeiro, Marcel Thiago Damasceno2024-04-12T19:10:07Zoai:ojs.pkp.sfu.ca:article/4522Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-04-12T19:10:07Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry Conocimiento Científico y Pedagógico de Contenidos Químicos Expresado por Docentes de la Residencia Pedagógica en Química Saberes Científicos e Pedagógicos de Conteúdos Químicos Expressos por Professoras da Residência Pedagógica em Química |
title |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry |
spellingShingle |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry Santos, Laiene Maria Rodrigues dos Educação em Ciências Saberes Docentes Residência Pedagógica em Química Ensino Médio Pesquisa Narrativa Science Education Teaching Knowledge Pedagogical Residency in Chemistry High school Narrative Research Enseñanza de las Ciencias Enseñanza del Conocimiento Residencia Pedagógica en Química Escuela Secundaria Investigación Narrativa |
title_short |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry |
title_full |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry |
title_fullStr |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry |
title_full_unstemmed |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry |
title_sort |
Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry |
author |
Santos, Laiene Maria Rodrigues dos |
author_facet |
Santos, Laiene Maria Rodrigues dos Calcanhoto , Karla Katherine Nascimento Ribeiro, Marcel Thiago Damasceno |
author_role |
author |
author2 |
Calcanhoto , Karla Katherine Nascimento Ribeiro, Marcel Thiago Damasceno |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Laiene Maria Rodrigues dos Calcanhoto , Karla Katherine Nascimento Ribeiro, Marcel Thiago Damasceno |
dc.subject.por.fl_str_mv |
Educação em Ciências Saberes Docentes Residência Pedagógica em Química Ensino Médio Pesquisa Narrativa Science Education Teaching Knowledge Pedagogical Residency in Chemistry High school Narrative Research Enseñanza de las Ciencias Enseñanza del Conocimiento Residencia Pedagógica en Química Escuela Secundaria Investigación Narrativa |
topic |
Educação em Ciências Saberes Docentes Residência Pedagógica em Química Ensino Médio Pesquisa Narrativa Science Education Teaching Knowledge Pedagogical Residency in Chemistry High school Narrative Research Enseñanza de las Ciencias Enseñanza del Conocimiento Residencia Pedagógica en Química Escuela Secundaria Investigación Narrativa |
description |
The present work aims to understand the scientific and pedagogical content knowledge of teachers in the Pedagogical Residency Program in Chemistry, at the Federal University of Mato Grosso, identifying which and how this knowledge influences pedagogical practice. Knowledge is presented as a theoretical construct from the perspective of Pimenta (2012), Gauthier et al. (2013), Shulman (2014) and Tardif (2014). The research method consists of a qualitative approach, based on Narrative Research, using questionnaires and semi-structured interviews as investigative instruments. Discursive Textual Analysis was adopted for analysis. The results highlight the legitimacy of scientific knowledge in the teachers' pedagogical work methodologies, however, they may be used in a reductionist way or in a way that provides epistemological obstacles. Finally, this research contributes to Science Education by highlighting needs that must be addressed in initial teacher training, for example, epistemological vigilance, mobilization and interweaving of knowledge necessary for teaching. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-03-05 |
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/4522 10.26843/rencima.v15n1a14 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4522 |
identifier_str_mv |
10.26843/rencima.v15n1a14 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4522/2163 |
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. 15 n. 1 (2024): jan./mar.; 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 |
_version_ |
1799306128670064640 |