A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5141 |
Resumo: | This research had as main objective to characterize, through a discursive analysis of the dynamics of the classroom, the way how the chemistry teachers of the Sergipe harsh develop practical classes involving experiments. Much has been said about the importance given to experimentation in science teaching and how it contributes to the process of teaching and learning chemistry. However, few teachers are clear about the different types of approach to experimentation and how these approaches can contribute to the learning of concepts and a good perception of the nature of science and scientific knowledge. In this sense, we consider it essential to understand how teachers make use of experimentation in the classroom, given an environment still poorly investigated, as the rugged region of the state of Sergipe. We also believe that the discussion on the different ways of approach to experimentation, through a description of the discursive dynamics of the classroom, can help teachers to rethink their practice in a clearer and more objective criteria way. Initially, we interviewed five chemistry teachers who work in schools that make up the Regional Board of Education 3 (DRE3) in the State Schools. The interviews were transcribed and analyzed with a view to checking indicative of how teachers approached the trial in their daily practice, based on categories found in the literature, namely: demonstrative, verificationist and investigative. Thus, we consider that two teachers alternated investigative and demonstrative approaches. Other two teachers used in experimentation and demonstration verificationist way. Finally, one said not to make use of experimental activities in their classes. We also verified that all the teachers interviewed emphasized the motivating character of experiential activities for students. Then we select two of these teachers to collect data in the classroom. Drawing on ethnographic research perspective, we watched some lessons of both teachers and filmed a lesson involving experimental activities of each one. For analysis of these classes, we construct maps of episodes, which favored a better view of the same. The discursive interactions developed in the classes of the two teachers were analyzed on the basis of certain categories analytical tool proposed by Mortimer and Scott (2002) and expanded by Mortimer et al (2007). These categories were related to the principal approaches to trial in the literature. In this perspective, we note that the experimental approach used by one of the teachers seems like a verificationist approach, while the other seems like an investigative approach, though with some important features, such as the high degree of teacher guidance in development of all activity. Thus, it became evident the necessity of drafting a new category that considers aspects of an investigative activity, but that would take into account the strong presence of the teacher in your driving. Thus, we call this new category Investigative Guided, which is characterized by research around an issue, being up to the teacher to evaluate, to approve or not, the decisions of the students as well as to verify the concepts that anchor their actions throughout the development activity. |
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Gois, Crislaine Barreto dehttp://lattes.cnpq.br/3052548269394248Gois, Crislaine Barreto dehttp://lattes.cnpq.br/30525482693942482017-09-26T18:15:13Z2017-09-26T18:15:13Z2014-08-26https://ri.ufs.br/handle/riufs/5141This research had as main objective to characterize, through a discursive analysis of the dynamics of the classroom, the way how the chemistry teachers of the Sergipe harsh develop practical classes involving experiments. Much has been said about the importance given to experimentation in science teaching and how it contributes to the process of teaching and learning chemistry. However, few teachers are clear about the different types of approach to experimentation and how these approaches can contribute to the learning of concepts and a good perception of the nature of science and scientific knowledge. In this sense, we consider it essential to understand how teachers make use of experimentation in the classroom, given an environment still poorly investigated, as the rugged region of the state of Sergipe. We also believe that the discussion on the different ways of approach to experimentation, through a description of the discursive dynamics of the classroom, can help teachers to rethink their practice in a clearer and more objective criteria way. Initially, we interviewed five chemistry teachers who work in schools that make up the Regional Board of Education 3 (DRE3) in the State Schools. The interviews were transcribed and analyzed with a view to checking indicative of how teachers approached the trial in their daily practice, based on categories found in the literature, namely: demonstrative, verificationist and investigative. Thus, we consider that two teachers alternated investigative and demonstrative approaches. Other two teachers used in experimentation and demonstration verificationist way. Finally, one said not to make use of experimental activities in their classes. We also verified that all the teachers interviewed emphasized the motivating character of experiential activities for students. Then we select two of these teachers to collect data in the classroom. Drawing on ethnographic research perspective, we watched some lessons of both teachers and filmed a lesson involving experimental activities of each one. For analysis of these classes, we construct maps of episodes, which favored a better view of the same. The discursive interactions developed in the classes of the two teachers were analyzed on the basis of certain categories analytical tool proposed by Mortimer and Scott (2002) and expanded by Mortimer et al (2007). These categories were related to the principal approaches to trial in the literature. In this perspective, we note that the experimental approach used by one of the teachers seems like a verificationist approach, while the other seems like an investigative approach, though with some important features, such as the high degree of teacher guidance in development of all activity. Thus, it became evident the necessity of drafting a new category that considers aspects of an investigative activity, but that would take into account the strong presence of the teacher in your driving. Thus, we call this new category Investigative Guided, which is characterized by research around an issue, being up to the teacher to evaluate, to approve or not, the decisions of the students as well as to verify the concepts that anchor their actions throughout the development activity.Esta pesquisa teve como principal objetivo caracterizar, por meio de uma análise da dinâmica discursiva da sala de aula, a forma como professores de Química do agreste sergipano desenvolvem aulas práticas envolvendo experimentos. Muito tem se falado sobre a importância atribuída à experimentação no ensino de ciências e o quanto ela contribui para o processo de ensino-aprendizagem de Química. Entretanto, poucos professores têm clareza sobre os diferentes tipos de abordagem à experimentação e como tais abordagens podem contribuir para a aprendizagem de conceitos e uma boa percepção acerca da Natureza da Ciência e dos saberes científicos. Nesse sentido, consideramos essencial entendermos como os professores fazem uso da experimentação em sala de aula, tendo em vista um ambiente ainda pouco investigado, como a região agreste do estado de Sergipe. Acreditamos, ainda, que a discussão sobre as diferentes formas de abordagem à experimentação, por meio de uma descrição da dinâmica discursiva da sala de aula, possa contribuir para que os professores repensem sua prática pedagógica de forma mais clara e com critérios mais objetivos. Inicialmente, entrevistamos cinco professores de Química que atuam em escolas que compõem a Diretoria Regional de Educação 3 (DRE3) da Rede Estadual de Ensino. As entrevistas foram transcritas e analisadas tendo em vista a verificação de indicativos da forma como os professores abordavam a experimentação em sua prática cotidiana, baseando-se em categorias presentes na literatura, sendo elas: demonstrativa, verificacionista e investigativa. Desse modo, consideramos que dois dos professores alternavam as abordagens investigativa e demonstrativa. Outros dois utilizavam a experimentação na forma demonstrativa e verificacionista. Por fim, um deles afirmou não fazer uso de atividades experimentais em suas aulas. Verificamos, também, que todos os professores entrevistados ressaltaram o caráter motivador das atividades experimentais para os alunos. Em seguida, selecionamos dois desses professores para a coleta de dados em sala de aula. Inspirados em uma perspectiva etnográfica de pesquisa, assistimos algumas aulas de ambos os professores e filmamos uma aula envolvendo atividades experimentais de cada um deles. Para análise destas aulas, construímos mapas de episódios, os quais favoreceram uma melhor visualização destas. As interações discursivas desenvolvidas nas aulas dos dois professores foram analisadas tomando como base algumas categorias da ferramenta analítica proposta por Mortimer e Scott (2002) e ampliada por Mortimer et al (2007). Tais categorias foram associadas às principais abordagens à experimentação presentes na literatura. Nessa perspectiva, observamos que a abordagem experimental utilizada por um dos professores se aproximava de uma abordagem verificacionista, enquanto que a do outro se aproximava de uma abordagem investigativa, entretanto com algumas particularidades importantes, como por exemplo, o alto grau de direcionamento do professor no desenvolvimento de toda a atividade. Dessa forma, tornou-se evidente a necessidade de elaboração de uma nova categoria que contemplasse aspectos de uma atividade investigativa, mas que levasse em conta a presença marcante do professor em sua condução. Assim, denominamos essa nova categoria como Investigativa Guiada, a qual é caracterizada pela investigação em torno de uma questão, cabendo ao professor avaliar, aprovando ou não, as decisões dos alunos, bem como se certificar das concepções que ancoram as suas ações durante todo o desenvolvimento da atividade.application/pdfporQuímicaEnsino de químicaEnsino de ciênciasAprendizagemEducaçãoExperimentosProfessores de químicaChemistryEducationTeaching of sciencesCNPQ::OUTROS::CIENCIASA experimentação e o ensino de ciências : diferentes abordagens nas aulas de químicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e Matemáticainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALCRISLAINE_BARRETO_GOIS.pdfapplication/pdf1722738https://ri.ufs.br/jspui/bitstream/riufs/5141/1/CRISLAINE_BARRETO_GOIS.pdfa83c37842c9779e06103543ebf9cdde1MD51TEXTCRISLAINE_BARRETO_GOIS.pdf.txtCRISLAINE_BARRETO_GOIS.pdf.txtExtracted texttext/plain303804https://ri.ufs.br/jspui/bitstream/riufs/5141/2/CRISLAINE_BARRETO_GOIS.pdf.txt2ab55a92fb2681e1c8ea514f5278a9e1MD52THUMBNAILCRISLAINE_BARRETO_GOIS.pdf.jpgCRISLAINE_BARRETO_GOIS.pdf.jpgGenerated Thumbnailimage/jpeg1322https://ri.ufs.br/jspui/bitstream/riufs/5141/3/CRISLAINE_BARRETO_GOIS.pdf.jpg86804da34d27bba5951b50e98b62e6f4MD53riufs/51412017-11-28 17:16:35.355oai:ufs.br:riufs/5141Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-28T20:16:35Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química |
title |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química |
spellingShingle |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química Gois, Crislaine Barreto de Química Ensino de química Ensino de ciências Aprendizagem Educação Experimentos Professores de química Chemistry Education Teaching of sciences CNPQ::OUTROS::CIENCIAS |
title_short |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química |
title_full |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química |
title_fullStr |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química |
title_full_unstemmed |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química |
title_sort |
A experimentação e o ensino de ciências : diferentes abordagens nas aulas de química |
author |
Gois, Crislaine Barreto de |
author_facet |
Gois, Crislaine Barreto de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Gois, Crislaine Barreto de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3052548269394248 |
dc.contributor.advisor1.fl_str_mv |
Gois, Crislaine Barreto de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3052548269394248 |
contributor_str_mv |
Gois, Crislaine Barreto de |
dc.subject.por.fl_str_mv |
Química Ensino de química Ensino de ciências Aprendizagem Educação Experimentos Professores de química |
topic |
Química Ensino de química Ensino de ciências Aprendizagem Educação Experimentos Professores de química Chemistry Education Teaching of sciences CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Chemistry Education Teaching of sciences |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
This research had as main objective to characterize, through a discursive analysis of the dynamics of the classroom, the way how the chemistry teachers of the Sergipe harsh develop practical classes involving experiments. Much has been said about the importance given to experimentation in science teaching and how it contributes to the process of teaching and learning chemistry. However, few teachers are clear about the different types of approach to experimentation and how these approaches can contribute to the learning of concepts and a good perception of the nature of science and scientific knowledge. In this sense, we consider it essential to understand how teachers make use of experimentation in the classroom, given an environment still poorly investigated, as the rugged region of the state of Sergipe. We also believe that the discussion on the different ways of approach to experimentation, through a description of the discursive dynamics of the classroom, can help teachers to rethink their practice in a clearer and more objective criteria way. Initially, we interviewed five chemistry teachers who work in schools that make up the Regional Board of Education 3 (DRE3) in the State Schools. The interviews were transcribed and analyzed with a view to checking indicative of how teachers approached the trial in their daily practice, based on categories found in the literature, namely: demonstrative, verificationist and investigative. Thus, we consider that two teachers alternated investigative and demonstrative approaches. Other two teachers used in experimentation and demonstration verificationist way. Finally, one said not to make use of experimental activities in their classes. We also verified that all the teachers interviewed emphasized the motivating character of experiential activities for students. Then we select two of these teachers to collect data in the classroom. Drawing on ethnographic research perspective, we watched some lessons of both teachers and filmed a lesson involving experimental activities of each one. For analysis of these classes, we construct maps of episodes, which favored a better view of the same. The discursive interactions developed in the classes of the two teachers were analyzed on the basis of certain categories analytical tool proposed by Mortimer and Scott (2002) and expanded by Mortimer et al (2007). These categories were related to the principal approaches to trial in the literature. In this perspective, we note that the experimental approach used by one of the teachers seems like a verificationist approach, while the other seems like an investigative approach, though with some important features, such as the high degree of teacher guidance in development of all activity. Thus, it became evident the necessity of drafting a new category that considers aspects of an investigative activity, but that would take into account the strong presence of the teacher in your driving. Thus, we call this new category Investigative Guided, which is characterized by research around an issue, being up to the teacher to evaluate, to approve or not, the decisions of the students as well as to verify the concepts that anchor their actions throughout the development activity. |
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2014 |
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