Learning Configurations and Teaching Knowledge

Detalhes bibliográficos
Autor(a) principal: Filgueira, Sérgio Silva
Data de Publicação: 2019
Outros Autores: Arruda, Sergio de Mello, Passos, Marinez Meneghello
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588
Resumo: This paper presents the results of a study carried out with students from a public school in the state of Goiás. We involved the students in situations of research/experimentation, interviewed the teacher about his planning and analyzed the reports of his practice according to the Strands of Science Learning (SSL). It was evidenced that engaging in scientific reasoning prevailed in the teacher’s planning and practice. Engaging in scientific practice, which presented a high intensity in planning, was reduced during teaching. During classes, learning of science knowledge was enhanced. Therefore the SSL help understand and characterize teaching practice and student learning in learning configurations based on the experimentation process.
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spelling Learning Configurations and Teaching KnowledgeConfigurações de Aprendizagem e Saberes DocentesStrands of Science LearningTeaching KnowledgeLearning ConfigurationTeacher PracticeThis paper presents the results of a study carried out with students from a public school in the state of Goiás. We involved the students in situations of research/experimentation, interviewed the teacher about his planning and analyzed the reports of his practice according to the Strands of Science Learning (SSL). It was evidenced that engaging in scientific reasoning prevailed in the teacher’s planning and practice. Engaging in scientific practice, which presented a high intensity in planning, was reduced during teaching. During classes, learning of science knowledge was enhanced. Therefore the SSL help understand and characterize teaching practice and student learning in learning configurations based on the experimentation process.Este artigo apresenta resultados de uma pesquisa realizada com estudantes de uma instituição pública de Goiás. Envolvemos os alunos em situações de investigação/experimentação, entrevistamos o docente sobre seu planejamento e caracterizamos os relatos sobre sua atuação à luz dos Focos da Aprendizagem Científica (FAC). Evidenciou-se que, no planejamento e na atuação do professor, predominou o envolvimento com raciocínio científico. O envolvimento com a prática científica, que apresentou elevada intensidade no planejamento, reduziu durante a atuação docente. Durante as aulas, intensificou-se a aprendizagem do conhecimento científico. Os FAC, portanto, ajudam a compreender e caracterizar a atuação docente e a aprendizagem dos discentes em configurações de aprendizagem pautadas no processo de experimentação. FACED - UFRGS2019-03-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588Educação & Realidade [Education & Reality]; Vol. 44 No. 1 (2019)Educação & Realidade; v. 44 n. 1 (2019)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588/52245https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588/52244Copyright (c) 2019 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFilgueira, Sérgio SilvaArruda, Sergio de MelloPassos, Marinez Meneghello2022-11-08T13:58:21Zoai:seer.ufrgs.br:article/77588Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-11-08T13:58:21Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Learning Configurations and Teaching Knowledge
Configurações de Aprendizagem e Saberes Docentes
title Learning Configurations and Teaching Knowledge
spellingShingle Learning Configurations and Teaching Knowledge
Filgueira, Sérgio Silva
Strands of Science Learning
Teaching Knowledge
Learning Configuration
Teacher Practice
title_short Learning Configurations and Teaching Knowledge
title_full Learning Configurations and Teaching Knowledge
title_fullStr Learning Configurations and Teaching Knowledge
title_full_unstemmed Learning Configurations and Teaching Knowledge
title_sort Learning Configurations and Teaching Knowledge
author Filgueira, Sérgio Silva
author_facet Filgueira, Sérgio Silva
Arruda, Sergio de Mello
Passos, Marinez Meneghello
author_role author
author2 Arruda, Sergio de Mello
Passos, Marinez Meneghello
author2_role author
author
dc.contributor.author.fl_str_mv Filgueira, Sérgio Silva
Arruda, Sergio de Mello
Passos, Marinez Meneghello
dc.subject.por.fl_str_mv Strands of Science Learning
Teaching Knowledge
Learning Configuration
Teacher Practice
topic Strands of Science Learning
Teaching Knowledge
Learning Configuration
Teacher Practice
description This paper presents the results of a study carried out with students from a public school in the state of Goiás. We involved the students in situations of research/experimentation, interviewed the teacher about his planning and analyzed the reports of his practice according to the Strands of Science Learning (SSL). It was evidenced that engaging in scientific reasoning prevailed in the teacher’s planning and practice. Engaging in scientific practice, which presented a high intensity in planning, was reduced during teaching. During classes, learning of science knowledge was enhanced. Therefore the SSL help understand and characterize teaching practice and student learning in learning configurations based on the experimentation process.
publishDate 2019
dc.date.none.fl_str_mv 2019-03-13
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588/52245
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/77588/52244
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 44 No. 1 (2019)
Educação & Realidade; v. 44 n. 1 (2019)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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