Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p6 |
Resumo: | Research results point to the use of experimental activities in Science Education as one of the most efficient strategies to arouse interest and dedication of the students. One of the important considerations about the experimental activities is that there is no effective contribution to the use of kits with ready scripts, closed procedures and measurement of expected experimental results. This limits the autonomy of the teachers and students in the teaching-learning process. Specifically on Astronomy Education, the researches show the importance of considering the observational component and practice of this science. Then, our research question was structured: which elements subsidize the construction of teacher autonomy in the development and implementation of experimental activities in order to effectively contribute to the teaching of Astronomy? We developed this research in the context of Brazilian Eratosthenes Project, through a discourse analysis of a group of teachers participating in this project since 2010. Our results reveal the predominance of a training model cast in an approach extremely focused on the content and under the technical rationality, with few elements contributing to the construction the autonomy of teaching. On the other hand, a historical analysis of Eratosthenes Project and the activities developed by some of the participants indicate potential regarding the development of elements that can enable these professionals to exercise independently their profession, to develop and implement experimental activities unstructured in the interdisciplinary teaching of Astronomy. |
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Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of AstronomyProjeto Eratóstenes Brasil: autonomia docente em atividades experimentais de AstronomiaResearch results point to the use of experimental activities in Science Education as one of the most efficient strategies to arouse interest and dedication of the students. One of the important considerations about the experimental activities is that there is no effective contribution to the use of kits with ready scripts, closed procedures and measurement of expected experimental results. This limits the autonomy of the teachers and students in the teaching-learning process. Specifically on Astronomy Education, the researches show the importance of considering the observational component and practice of this science. Then, our research question was structured: which elements subsidize the construction of teacher autonomy in the development and implementation of experimental activities in order to effectively contribute to the teaching of Astronomy? We developed this research in the context of Brazilian Eratosthenes Project, through a discourse analysis of a group of teachers participating in this project since 2010. Our results reveal the predominance of a training model cast in an approach extremely focused on the content and under the technical rationality, with few elements contributing to the construction the autonomy of teaching. On the other hand, a historical analysis of Eratosthenes Project and the activities developed by some of the participants indicate potential regarding the development of elements that can enable these professionals to exercise independently their profession, to develop and implement experimental activities unstructured in the interdisciplinary teaching of Astronomy.Resultados de pesquisas apontam para o uso das atividades experimentais no ensino de Ciências como uma das estratégias mais eficientes para despertar o interesse e a dedicação do aluno. Uma das importantes considerações sobre as atividades experimentais é a de que não há contribuição efetiva na utilização de kits com roteiros prontos, procedimentos fechados e mensuração de resultados experimentais esperados, uma vez que impede a autonomia do professor e do aluno no processo de ensino-aprendizagem. Especificamente sobre a Educação em Astronomia, as investigações mostram a importância de se levar em conta a componente observacional e prática desta ciência. É nesta linha que nossa questão de investigação foi estruturada: quais elementos subsidiam a construção da autonomia docente na elaboração e execução de atividades experimentais de maneira a contribuir efetivamente no ensino de Astronomia? Desenvolvemos esta pesquisa no contexto do Projeto Eratóstenes Brasil, por meio da análise dos discursos de um grupo de professores participantes deste projeto desde 2010. Nossos resultados revelam a predominância de uma prática voltada para um modelo formativo engessado numa abordagem essencialmente conteudista e sob a racionalidade técnica, com poucos elementos contribuintes à construção da autonomia do trabalho docente. Por outro lado, uma análise do histórico do Projeto Eratóstenes e das atividades desenvolvidas por alguns de seus participantes sob modelos formativos com abordagens mais reflexistas e críticas indicam potencialidades com relação ao desenvolvimento de elementos que possam capacitar esses profissionais a exercerem com autonomia a sua profissão, ao elaborar e aplicar atividades experimentais não estruturadas no ensino interdisciplinar de Astronomia.Imprensa Universitária - UFSC2017-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p610.5007/2175-7941.2017v34n1p6Caderno Brasileiro de Ensino de Física; v. 34 n. 1 (2017); 6-462175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p6/33943Copyright (c) 2017 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessLanghi, Rodolfo2017-12-19T13:09:53Zoai:periodicos.ufsc.br:article/46591Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2017-12-19T13:09:53Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy Projeto Eratóstenes Brasil: autonomia docente em atividades experimentais de Astronomia |
title |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy |
spellingShingle |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy Langhi, Rodolfo |
title_short |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy |
title_full |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy |
title_fullStr |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy |
title_full_unstemmed |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy |
title_sort |
Brazilian Eratosthenes Project: autonomy of teachers in experimental activities of Astronomy |
author |
Langhi, Rodolfo |
author_facet |
Langhi, Rodolfo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Langhi, Rodolfo |
description |
Research results point to the use of experimental activities in Science Education as one of the most efficient strategies to arouse interest and dedication of the students. One of the important considerations about the experimental activities is that there is no effective contribution to the use of kits with ready scripts, closed procedures and measurement of expected experimental results. This limits the autonomy of the teachers and students in the teaching-learning process. Specifically on Astronomy Education, the researches show the importance of considering the observational component and practice of this science. Then, our research question was structured: which elements subsidize the construction of teacher autonomy in the development and implementation of experimental activities in order to effectively contribute to the teaching of Astronomy? We developed this research in the context of Brazilian Eratosthenes Project, through a discourse analysis of a group of teachers participating in this project since 2010. Our results reveal the predominance of a training model cast in an approach extremely focused on the content and under the technical rationality, with few elements contributing to the construction the autonomy of teaching. On the other hand, a historical analysis of Eratosthenes Project and the activities developed by some of the participants indicate potential regarding the development of elements that can enable these professionals to exercise independently their profession, to develop and implement experimental activities unstructured in the interdisciplinary teaching of Astronomy. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-05 |
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://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p6 10.5007/2175-7941.2017v34n1p6 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p6 |
identifier_str_mv |
10.5007/2175-7941.2017v34n1p6 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p6/33943 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 34 n. 1 (2017); 6-46 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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1799940573815111680 |