As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22688 |
Resumo: | Due to the importance of discussing instruments, methodologies/different didactic strategies, in the initial training of teachers, for the professional development of this future teacher and to qualify their pedagogical practice. The present dissertation focused on promoting the monitoring and practice of interactive reading of Scientific Dissemination Texts (SDT), both in the chemistry degree course, with scholarship holders from the UFSM PIBID, and with students from the Basic School. Seeking to highlight the potentialities of the use of SDT in the school context, this research was organized, in four stages of action-research and the data were analyzed through the Discursive Textual Analysis, with emerging categories being elaborated. The first stage of the research refers to the bibliographic survey carried out in Brazilian Theses and Dissertations, where we seek to expand the understanding of SDT reading, indicating ways for its use as a teaching methodology. Through this literature review, we found that reading SDT can have different didactic objectives, in addition to motivating students to study science, it can also promote interdisciplinarity, argumentation and scientific literacy. The second stage was characterized by meetings at the University with the PIBID group, composed of 10 fellows, so that they could understand the particularities of the SDT and thus plan thematic workshops with the use of the chosen SDT and differentiated strategies for Basic Education. Throughout the development of activities with undergraduate students, the characteristics of the Scientific Dissemination Discourse (SDD) were addressed; the SDD differences for Scientific Discourse; the places where SDT can be found; how they could perform the mapping of the text, to better understand its structure, and the different reading methodologies / strategies that could be used in their planning were also discussed with them. The school interventions took place in the third stage, where the undergraduates worked on their Thematic Workshops entitled “Periodic Table: a historical context”; “The chemistry present in the electronics” and “Spices: the chemistry present in the small details”, respectively, in the first, second and third grades of high school. In this stage, moments of reflection on teaching practice were provided, where the scholarship students were able to expose their perceptions of the activity carried out with SDT, through experience reports, which were presented at the 39th Meeting of Debates on Teaching Chemistry. These reports as well as the semi-structured questionnaires, used during the research, served as data for the analysis of this dissertation, which consisted of the fourth and last stage, where we looked for the graduates' perceptions regarding the potentialities of the use of SDT in school context. We can evidence from the results of this research that reading SDT in the classroom, if well planned, favors the learning of scientific concepts; it also stimulates critical thinking, based on the development of oral and / or written expression, which contributes to the formation of citizens capable of intervening in their reality. In addition, the graduates showed some limitations regarding teaching and reading practice, but which can be overcome with the promotion of reading habits in the classroom. |
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2021-11-03T17:48:51Z2021-11-03T17:48:51Z2021-02-19http://repositorio.ufsm.br/handle/1/22688Due to the importance of discussing instruments, methodologies/different didactic strategies, in the initial training of teachers, for the professional development of this future teacher and to qualify their pedagogical practice. The present dissertation focused on promoting the monitoring and practice of interactive reading of Scientific Dissemination Texts (SDT), both in the chemistry degree course, with scholarship holders from the UFSM PIBID, and with students from the Basic School. Seeking to highlight the potentialities of the use of SDT in the school context, this research was organized, in four stages of action-research and the data were analyzed through the Discursive Textual Analysis, with emerging categories being elaborated. The first stage of the research refers to the bibliographic survey carried out in Brazilian Theses and Dissertations, where we seek to expand the understanding of SDT reading, indicating ways for its use as a teaching methodology. Through this literature review, we found that reading SDT can have different didactic objectives, in addition to motivating students to study science, it can also promote interdisciplinarity, argumentation and scientific literacy. The second stage was characterized by meetings at the University with the PIBID group, composed of 10 fellows, so that they could understand the particularities of the SDT and thus plan thematic workshops with the use of the chosen SDT and differentiated strategies for Basic Education. Throughout the development of activities with undergraduate students, the characteristics of the Scientific Dissemination Discourse (SDD) were addressed; the SDD differences for Scientific Discourse; the places where SDT can be found; how they could perform the mapping of the text, to better understand its structure, and the different reading methodologies / strategies that could be used in their planning were also discussed with them. The school interventions took place in the third stage, where the undergraduates worked on their Thematic Workshops entitled “Periodic Table: a historical context”; “The chemistry present in the electronics” and “Spices: the chemistry present in the small details”, respectively, in the first, second and third grades of high school. In this stage, moments of reflection on teaching practice were provided, where the scholarship students were able to expose their perceptions of the activity carried out with SDT, through experience reports, which were presented at the 39th Meeting of Debates on Teaching Chemistry. These reports as well as the semi-structured questionnaires, used during the research, served as data for the analysis of this dissertation, which consisted of the fourth and last stage, where we looked for the graduates' perceptions regarding the potentialities of the use of SDT in school context. We can evidence from the results of this research that reading SDT in the classroom, if well planned, favors the learning of scientific concepts; it also stimulates critical thinking, based on the development of oral and / or written expression, which contributes to the formation of citizens capable of intervening in their reality. In addition, the graduates showed some limitations regarding teaching and reading practice, but which can be overcome with the promotion of reading habits in the classroom.Devido a importância de serem discutidos instrumentos, metodologias/estratégias didáticas diferenciadas, na formação inicial de professores, para o desenvolvimento profissional desse futuro docente e para qualificar sua prática pedagógica. A presente dissertação teve como foco promover o acompanhamento e a prática de leitura interativa de Textos de Divulgação Científica (TDC), tanto no curso de licenciatura em química, com bolsistas do PIBID da UFSM, quanto com estudantes da Escola Básica. Buscando evidenciar as potencialidades do uso de TDC em contexto escolar, esta pesquisa foi organizada, em quatro etapas de investigaçãoação e os dados foram analisados por meio da Análise Textual Discursiva, sendo elaboradas categorias emergentes. A primeira etapa da pesquisa refere-se ao levantamento bibliográfico realizado em Teses e Dissertações Brasileiras, onde buscamos ampliar a compreensão de leitura de TDC, indicando caminhos para seu uso como metodologia de ensino. Por meio dessa revisão da literatura, constatamos que a leitura de TDC pode ter diferentes objetivos didáticos, para além de motivar os estudantes a estudar ciência, ainda pode promover a interdisciplinaridade, a argumentação e a alfabetização científica. A segunda etapa foi caracterizada pelos encontros na Universidade com o grupo do PIBID, composto por 10 bolsistas, para que eles pudessem compreender as particularidades dos TDC e assim planejassem Oficinas Temáticas com o uso dos TDC escolhidos e de estratégias diferenciadas para a Educação Básica. Ao longo do desenvolvimento das atividades com os licenciandos foram abordadas as características do Discurso de Divulgação Científica (DDC); as diferenças do DDC para o Discurso Científico; os locais onde podem ser encontrados os TDC; como poderiam realizar o mapeamento do texto, para compreender melhor sua estrutura e, também foi discutido com eles as diferentes metodologias/estratégias de leitura que poderiam ser utilizadas em seus planejamentos. As intervenções na escola ocorreram na terceira etapa, onde os licenciandos trabalharam suas Oficinas Temáticas intituladas “Tabela Periódica: um contexto histórico”; “A química presente nos eletrônicos” e “Especiarias: a química presente nos pequenos detalhes”, respectivamente, na primeira, segunda e terceira série do ensino médio. Nessa etapa foram propiciados momentos de reflexão sobre a prática docente, onde os bolsistas puderam expor suas percepções da atividade realizada com TDC, por meio de relatos de experiência, que foram apresentados no 39° Encontro de Debates sobre o Ensino de Química. Esses relatos assim como os questionários semiestruturados, utilizados durante a pesquisa, serviram como dados de análise dessa dissertação, que consistiu na quarta e última etapa, onde buscamos pelas percepções dos licenciandos a respeito das potencialidades do uso de TDC em contexto escolar. Podemos evidenciar a partir dos resultados dessa pesquisa que a leitura de TDC em sala de aula, se bem planejada, favorece a aprendizagem de conceitos científicos; ainda, estimula o pensamento crítico, a partir do desenvolvimento da expressão oral e/ou escrita, que contribui na formação de cidadãos capazes de intervir em sua realidade. Além disso, os licenciados evidenciaram algumas limitações referentes a prática docente e de leitura, mas que podem ser superadas com o fomento de hábitos de leitura em sala de aula.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação inicial de professoresEnsino de químicaTextos de divulgação científicaInitial teacher trainingChemistry teachingScientific dissemination textsCNPQ::OUTROS::CIENCIASAs potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicialThe potentials of the use of scientific disclosure texts in teaching chemistry in the perception of initial training teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBraibante, Mara Elisa Forteshttp://lattes.cnpq.br/0685197822607977Sepel, Lenira Maria NunesWenzel, Judite Schererhttp://lattes.cnpq.br/5255062228345199Martins, Joana Laura de Castro9005000000086006006006e9d3171-46d3-4ee5-a0a1-ee7cd026f24b95328cc4-ea25-41cd-ac1c-a67053eb9bf45dd27c0f-2d15-46e1-ad1f-0be85e02cfb6aa958c82-ae63-4cc9-9f53-ed885e4e85cdreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGQVS_2021_MARTINS_JOANA.pdfDIS_PPGQVS_2021_MARTINS_JOANA.pdfDissertação de Mestradoapplication/pdf4204908http://repositorio.ufsm.br/bitstream/1/22688/1/DIS_PPGQVS_2021_MARTINS_JOANA.pdf630f1c7bd21ff601caca721c7f9c40f5MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial |
dc.title.alternative.eng.fl_str_mv |
The potentials of the use of scientific disclosure texts in teaching chemistry in the perception of initial training teachers |
title |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial |
spellingShingle |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial Martins, Joana Laura de Castro Formação inicial de professores Ensino de química Textos de divulgação científica Initial teacher training Chemistry teaching Scientific dissemination texts CNPQ::OUTROS::CIENCIAS |
title_short |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial |
title_full |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial |
title_fullStr |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial |
title_full_unstemmed |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial |
title_sort |
As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial |
author |
Martins, Joana Laura de Castro |
author_facet |
Martins, Joana Laura de Castro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Braibante, Mara Elisa Fortes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0685197822607977 |
dc.contributor.referee1.fl_str_mv |
Sepel, Lenira Maria Nunes |
dc.contributor.referee2.fl_str_mv |
Wenzel, Judite Scherer |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5255062228345199 |
dc.contributor.author.fl_str_mv |
Martins, Joana Laura de Castro |
contributor_str_mv |
Braibante, Mara Elisa Fortes Sepel, Lenira Maria Nunes Wenzel, Judite Scherer |
dc.subject.por.fl_str_mv |
Formação inicial de professores Ensino de química Textos de divulgação científica |
topic |
Formação inicial de professores Ensino de química Textos de divulgação científica Initial teacher training Chemistry teaching Scientific dissemination texts CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Initial teacher training Chemistry teaching Scientific dissemination texts |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
Due to the importance of discussing instruments, methodologies/different didactic strategies, in the initial training of teachers, for the professional development of this future teacher and to qualify their pedagogical practice. The present dissertation focused on promoting the monitoring and practice of interactive reading of Scientific Dissemination Texts (SDT), both in the chemistry degree course, with scholarship holders from the UFSM PIBID, and with students from the Basic School. Seeking to highlight the potentialities of the use of SDT in the school context, this research was organized, in four stages of action-research and the data were analyzed through the Discursive Textual Analysis, with emerging categories being elaborated. The first stage of the research refers to the bibliographic survey carried out in Brazilian Theses and Dissertations, where we seek to expand the understanding of SDT reading, indicating ways for its use as a teaching methodology. Through this literature review, we found that reading SDT can have different didactic objectives, in addition to motivating students to study science, it can also promote interdisciplinarity, argumentation and scientific literacy. The second stage was characterized by meetings at the University with the PIBID group, composed of 10 fellows, so that they could understand the particularities of the SDT and thus plan thematic workshops with the use of the chosen SDT and differentiated strategies for Basic Education. Throughout the development of activities with undergraduate students, the characteristics of the Scientific Dissemination Discourse (SDD) were addressed; the SDD differences for Scientific Discourse; the places where SDT can be found; how they could perform the mapping of the text, to better understand its structure, and the different reading methodologies / strategies that could be used in their planning were also discussed with them. The school interventions took place in the third stage, where the undergraduates worked on their Thematic Workshops entitled “Periodic Table: a historical context”; “The chemistry present in the electronics” and “Spices: the chemistry present in the small details”, respectively, in the first, second and third grades of high school. In this stage, moments of reflection on teaching practice were provided, where the scholarship students were able to expose their perceptions of the activity carried out with SDT, through experience reports, which were presented at the 39th Meeting of Debates on Teaching Chemistry. These reports as well as the semi-structured questionnaires, used during the research, served as data for the analysis of this dissertation, which consisted of the fourth and last stage, where we looked for the graduates' perceptions regarding the potentialities of the use of SDT in school context. We can evidence from the results of this research that reading SDT in the classroom, if well planned, favors the learning of scientific concepts; it also stimulates critical thinking, based on the development of oral and / or written expression, which contributes to the formation of citizens capable of intervening in their reality. In addition, the graduates showed some limitations regarding teaching and reading practice, but which can be overcome with the promotion of reading habits in the classroom. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-11-03T17:48:51Z |
dc.date.available.fl_str_mv |
2021-11-03T17:48:51Z |
dc.date.issued.fl_str_mv |
2021-02-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/22688 |
url |
http://repositorio.ufsm.br/handle/1/22688 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
900500000008 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional Manancial UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
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UFSM |
institution |
UFSM |
reponame_str |
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Repositório Institucional Manancial UFSM |
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ouvidoria@ufsm.br |
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