Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5194 |
Resumo: | This Study aimed to investigate how was the didactic transposition of atomic models in the first degree course in Chemistry, Sergipe in Federal University and two schools in the Network State Public High School in Aracaju-SE. Throughout the study, we expose a discussion among theorists with regard to the formation and action of teachers, didactic transposition and atomic models, aiming to show the different perceptions on this theme which has been researched and discussed by many researchers. Used as theoretical support for the discussion of the didactic transposition, the contributions of Chevallard (1991), which defines it as the work that makes an object of knowledge to teach, a teaching object. We chose to investigate one of the basic concepts of chemistry, the first models that explain the constitution of matter, because the chemistry, as science seeks to explain nature using models (theoretical representations). This research approach was qualitative and quantitative analysis, drawing on the comparative method, using pre-defined categories by content analysis (BARDIN, 2010). The tools utilized for data collection, semi-structured interviews and tests, respectively applied to teachers and students. Thus, the study sample was defined by four former students of the UFS and teachers from two schools in the State Schools of Aracaju-SE, being a center of excellence (in which students study in two shifts) and in other school that students study just one part, and forty students, twenty in each school studied, chosen randomly. We tried to analyze the didactic transposition of atomic models at two levels: the teacher who learns to be a teacher in the initial training course at the Sergipe in Federal University and high school educators that makes the didactic transposition of atomic models for students. Moreover, we noted and correlate the knowledge learned by students on the atomic models with the knowledge that teachers said they taught. The data collected and organized into categories that were indicative of the didactic transposition of atomic models was performed inadequately. |
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Santana, Rafael de Jesushttp://lattes.cnpq.br/7910049929016867Sobral, Maria Neidehttp://lattes.cnpq.br/37621300457049232017-09-26T18:15:41Z2017-09-26T18:15:41Z2010-12-22https://ri.ufs.br/handle/riufs/5194This Study aimed to investigate how was the didactic transposition of atomic models in the first degree course in Chemistry, Sergipe in Federal University and two schools in the Network State Public High School in Aracaju-SE. Throughout the study, we expose a discussion among theorists with regard to the formation and action of teachers, didactic transposition and atomic models, aiming to show the different perceptions on this theme which has been researched and discussed by many researchers. Used as theoretical support for the discussion of the didactic transposition, the contributions of Chevallard (1991), which defines it as the work that makes an object of knowledge to teach, a teaching object. We chose to investigate one of the basic concepts of chemistry, the first models that explain the constitution of matter, because the chemistry, as science seeks to explain nature using models (theoretical representations). This research approach was qualitative and quantitative analysis, drawing on the comparative method, using pre-defined categories by content analysis (BARDIN, 2010). The tools utilized for data collection, semi-structured interviews and tests, respectively applied to teachers and students. Thus, the study sample was defined by four former students of the UFS and teachers from two schools in the State Schools of Aracaju-SE, being a center of excellence (in which students study in two shifts) and in other school that students study just one part, and forty students, twenty in each school studied, chosen randomly. We tried to analyze the didactic transposition of atomic models at two levels: the teacher who learns to be a teacher in the initial training course at the Sergipe in Federal University and high school educators that makes the didactic transposition of atomic models for students. Moreover, we noted and correlate the knowledge learned by students on the atomic models with the knowledge that teachers said they taught. The data collected and organized into categories that were indicative of the didactic transposition of atomic models was performed inadequately.Este trabalho teve como objetivo investigar como ocorreu a transposição didática dos modelos atômicos no curso de licenciatura em Química da Universidade Federal de Sergipe e em duas escolas da Rede Pública Estadual do Ensino Médio de Aracaju-SE. Ao longo do estudo, buscamos expor uma discussão entre teóricos no que se refere à formação e atuação de professores, transposição didática e modelos atômicos, visando demonstrar as diferentes percepções acerca dessa temática que tem sido pesquisada e discutida por vários pesquisadores. Utilizamos como suporte teórico para a discussão da transposição didática, as contribuições de Chevallard (1991), que a define como o trabalho que faz um objeto de saber a ensinar, um objeto de ensino. Escolhemos investigar um dos conceitos basilares da química, os primeiros modelos explicativos de constituição da matéria, porque a química, enquanto ciência, procura explicar a natureza utilizando modelos (representações teóricas). Esta pesquisa teve como abordagem a análise qualitativa e quantitativa, apoiando-se no método comparativo, por meio de categorias pré-definidas através da análise de conteúdo (BARDIN, 2010). Utilizamos como instrumentos para coleta de dados, entrevistas semi-estruturadas e provas, respectivamente aplicadas às professoras e aos alunos. Desta forma, a amostra da pesquisa foi definida por quatro ex-alunas da UFS e professoras de duas escolas da Rede Estadual de Ensino de Aracaju-SE, sendo uma centro de excelência (em que os alunos estudam em dois turnos) e a outra escola em que os alunos estudam em apenas um turno, e quarenta alunos, sendo vinte de cada escola pesquisada, escolhidos aleatoriamente. Procuramos analisar a transposição didática dos modelos atômicos em dois níveis: do professor que aprende a ser professor, no curso de formação inicial da Universidade Federal de Sergipe e do professor de Ensino Médio que faz a transposição didática dos modelos atômicos para os alunos. Além disso, buscamos assinalar e co-relacionar os saberes aprendidos pelos discentes sobre os modelos atômicos com os saberes que as professoras dizem ter ensinado. Os dados coletados e organizados em categorias apresentaram indicativos de que a transposição didática dos modelos atômicos foi realizada de forma insuficiente.application/pdfporUniversidade Federal de SergipePós-Graduação em Ensino de Ciências e MatemáticaUFSBRFormação de professoresTransposição didáticaModelos atômicosTeacher trainingDidactic transpositionAtomic modelsCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAFormação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicosTEACHER TRAINING AND PRACTICE OF CHEMISTRY: a study of the didactic transposition of atomic models.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALRAFAEL_JESUS_SANTANA.pdfapplication/pdf708201https://ri.ufs.br/jspui/bitstream/riufs/5194/1/RAFAEL_JESUS_SANTANA.pdfd58fa52292c902aa1a67321c0e93dc3dMD51TEXTRAFAEL_JESUS_SANTANA.pdf.txtRAFAEL_JESUS_SANTANA.pdf.txtExtracted texttext/plain319907https://ri.ufs.br/jspui/bitstream/riufs/5194/2/RAFAEL_JESUS_SANTANA.pdf.txt1e777efdafe87b9d021bac60c50a5427MD52THUMBNAILRAFAEL_JESUS_SANTANA.pdf.jpgRAFAEL_JESUS_SANTANA.pdf.jpgGenerated Thumbnailimage/jpeg1281https://ri.ufs.br/jspui/bitstream/riufs/5194/3/RAFAEL_JESUS_SANTANA.pdf.jpg2ce3d0bdde68f0f37f33d138b615d90fMD53riufs/51942018-03-02 18:54:59.534oai:ufs.br:riufs/5194Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-03-02T21:54:59Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos |
dc.title.alternative.eng.fl_str_mv |
TEACHER TRAINING AND PRACTICE OF CHEMISTRY: a study of the didactic transposition of atomic models. |
title |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos |
spellingShingle |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos Santana, Rafael de Jesus Formação de professores Transposição didática Modelos atômicos Teacher training Didactic transposition Atomic models CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos |
title_full |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos |
title_fullStr |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos |
title_full_unstemmed |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos |
title_sort |
Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos |
author |
Santana, Rafael de Jesus |
author_facet |
Santana, Rafael de Jesus |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santana, Rafael de Jesus |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7910049929016867 |
dc.contributor.advisor1.fl_str_mv |
Sobral, Maria Neide |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3762130045704923 |
contributor_str_mv |
Sobral, Maria Neide |
dc.subject.por.fl_str_mv |
Formação de professores Transposição didática Modelos atômicos |
topic |
Formação de professores Transposição didática Modelos atômicos Teacher training Didactic transposition Atomic models CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Teacher training Didactic transposition Atomic models |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
This Study aimed to investigate how was the didactic transposition of atomic models in the first degree course in Chemistry, Sergipe in Federal University and two schools in the Network State Public High School in Aracaju-SE. Throughout the study, we expose a discussion among theorists with regard to the formation and action of teachers, didactic transposition and atomic models, aiming to show the different perceptions on this theme which has been researched and discussed by many researchers. Used as theoretical support for the discussion of the didactic transposition, the contributions of Chevallard (1991), which defines it as the work that makes an object of knowledge to teach, a teaching object. We chose to investigate one of the basic concepts of chemistry, the first models that explain the constitution of matter, because the chemistry, as science seeks to explain nature using models (theoretical representations). This research approach was qualitative and quantitative analysis, drawing on the comparative method, using pre-defined categories by content analysis (BARDIN, 2010). The tools utilized for data collection, semi-structured interviews and tests, respectively applied to teachers and students. Thus, the study sample was defined by four former students of the UFS and teachers from two schools in the State Schools of Aracaju-SE, being a center of excellence (in which students study in two shifts) and in other school that students study just one part, and forty students, twenty in each school studied, chosen randomly. We tried to analyze the didactic transposition of atomic models at two levels: the teacher who learns to be a teacher in the initial training course at the Sergipe in Federal University and high school educators that makes the didactic transposition of atomic models for students. Moreover, we noted and correlate the knowledge learned by students on the atomic models with the knowledge that teachers said they taught. The data collected and organized into categories that were indicative of the didactic transposition of atomic models was performed inadequately. |
publishDate |
2010 |
dc.date.issued.fl_str_mv |
2010-12-22 |
dc.date.accessioned.fl_str_mv |
2017-09-26T18:15:41Z |
dc.date.available.fl_str_mv |
2017-09-26T18:15:41Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
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https://ri.ufs.br/handle/riufs/5194 |
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https://ri.ufs.br/handle/riufs/5194 |
dc.language.iso.fl_str_mv |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Sergipe |
dc.publisher.program.fl_str_mv |
Pós-Graduação em Ensino de Ciências e Matemática |
dc.publisher.initials.fl_str_mv |
UFS |
dc.publisher.country.fl_str_mv |
BR |
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Universidade Federal de Sergipe |
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