Concepções e práticas de professores de ciências em relação ao trabalho prático, experimental, laboratorial e de campo

• Autor(a) principal: Berezuk, Paulo Augusto
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4425
• topic: Ciências; Ensino; Professores; Formação; Professores de Ciências; Modalidades didáticas; Formação docente; Brasil.; Teaching methods; Teacher training; Science teachers; Brazil.; Ciências Exatas e da Terra; Matemática

This study investigated teacher training of a group of teachers with regard to the four teaching methods in teaching science: practical work, experimental, laboratory and field. The choice of theme was due to the urgency of training courses for teachers of science develop and work better the four teaching methods. This is a qualitative research, where the intention was to compare whether the concepts and practices in relation to teaching methods of teachers, trained at different times, teaching in public schools or private, have differences, which may compromise the building scientific knowledge of students. Using a questionnaire, were interviewed, eight teachers from a public school and from a private of the municipality of Maringá-PR, with different profiles and time spent working in education. The questionnaire has questions about the investigative theoretical and methodological foundations of teachers on practical work, experimental, laboratory and field, questions about the vision of those interviewed about aspects of teaching and learning of their lessons in science, about the difficulties of applying the teaching methods and the characteristics that need to be modified in undergraduate courses to remedy this gap. Data analysis was based on the method of content analysis, with categories and subcategories identified in reports guided the discussions and findings of work. It can be concluded that regardless of the schools where the participants of the research work and the differences in the profiles and the time worked in education, the interviewees do not have much knowledge about the teaching methods and, consequently, end up practicing the low-frequency, or not practicing them. This demonstrates the urgent need for training courses for teachers of science to work better or you begin to highlight on the experimental work, laboratory, practical and field. Only from the reflection and the practice of teaching methods in courses of initial and continuing training of teachers is that you can teach science closer to reality rather than a science ready, finished, no need for questions.