O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6679 |
Resumo: | This dissertation was developed among a group of Initial Years teachers of municipal schools from Alegrete /RS, in 2012, and it is focused on the diagnosis, analysis and development of a Science Teaching approach under the perspective of Scientific Literacy (SL) with the focus on Science, Technology and Society (STS). The methodological approach was qualitative, of comprehensive-interpretative nature, and the action-research was the investigation support, divided into two manuscripts. The first is characterized by the diagnosis of the teachers perception about the SL perspective with the focus on STS, when a questionnaire was used with open and closed questions. 58 teachers participated in this research. Results showed that the teachers understand the importance of the topic, but they are not prepared to evolve this theme in class. Besides, a great number of educators do not explicit in their practices the way that this SL perspective with the focus on STS may contribute do the Science Teaching. Likewise, when they were asked about the fact that their curriculum does not contemplate the SL with the focus on SIS, they mentioned that this topic does not contemplate this focus on their formation (68,96%), as well as 96,56% of these teachers do not have courses or graduations about the thematic of SL in STS. The second manuscript is characterized by an analysis of how the continued formation based on SL with the focus on STS impacted a group of teachers of Initial Years. 40 teachers participated, and 12 finalized. A questionnaire with open questions, participant observation and project analysis, besides a field journal, were used as tools to collect data. Results showed that teachers who participated at this research have a conceptual, linear and traditional perception of the Science subjects. However, at the projects reports, 66,67% of the teachers showed a vision of real, interdisciplinary and contextualized Science. With the evidenced results, we realized that the teacher s formation had a positive impact at the understanding about the Science Teaching construction. Thus, we hope that this dissertation may contribute with future educational actions, encouraging the development of problematizing methodologies, that are constituted as an important tool at interdisciplinary projects construction, that aim at an education more contextualized and closer to students reality. |
id |
UFSM_bdbb2c7fef2e57485d727c4d13df20c7 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/6679 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e propostaScience teaching under the perspective of scientific and technologic literacy and teachers formation: diagnosis, analysis and propositionAlfabetização científicaFormação continuadaArco de MaguerezScientific literacyContinued formationMaguerez ArchCNPQ::CIENCIAS BIOLOGICASThis dissertation was developed among a group of Initial Years teachers of municipal schools from Alegrete /RS, in 2012, and it is focused on the diagnosis, analysis and development of a Science Teaching approach under the perspective of Scientific Literacy (SL) with the focus on Science, Technology and Society (STS). The methodological approach was qualitative, of comprehensive-interpretative nature, and the action-research was the investigation support, divided into two manuscripts. The first is characterized by the diagnosis of the teachers perception about the SL perspective with the focus on STS, when a questionnaire was used with open and closed questions. 58 teachers participated in this research. Results showed that the teachers understand the importance of the topic, but they are not prepared to evolve this theme in class. Besides, a great number of educators do not explicit in their practices the way that this SL perspective with the focus on STS may contribute do the Science Teaching. Likewise, when they were asked about the fact that their curriculum does not contemplate the SL with the focus on SIS, they mentioned that this topic does not contemplate this focus on their formation (68,96%), as well as 96,56% of these teachers do not have courses or graduations about the thematic of SL in STS. The second manuscript is characterized by an analysis of how the continued formation based on SL with the focus on STS impacted a group of teachers of Initial Years. 40 teachers participated, and 12 finalized. A questionnaire with open questions, participant observation and project analysis, besides a field journal, were used as tools to collect data. Results showed that teachers who participated at this research have a conceptual, linear and traditional perception of the Science subjects. However, at the projects reports, 66,67% of the teachers showed a vision of real, interdisciplinary and contextualized Science. With the evidenced results, we realized that the teacher s formation had a positive impact at the understanding about the Science Teaching construction. Thus, we hope that this dissertation may contribute with future educational actions, encouraging the development of problematizing methodologies, that are constituted as an important tool at interdisciplinary projects construction, that aim at an education more contextualized and closer to students reality.Conselho Nacional de Desenvolvimento Científico e TecnológicoA presente dissertação foi desenvolvida entre um grupo de professores dos Anos Iniciais de escolas da rede municipal de Alegrete/RS no ano de 2012 e focaliza-se no diagnóstico, análise e desenvolvimento de uma proposta sobre o Ensino de Ciências na perspectiva da Alfabetização Científica (AC) no enfoque da Ciência, Tecnologia e Sociedade (CTS). A abordagem metodológica foi qualitativa, de natureza compreensivo-interpretativa, tendo na pesquisa-ação o suporte para a investigação, sendo dividido em dois manuscritos. O primeiro caracteriza-se pelo diagnóstico das percepções dos professores sobre perspectiva da AC no enfoque da CTS, onde foi aplicado um questionário com perguntas abertas e fechadas. Participaram desta pesquisa 58 professores. Os resultados demonstraram que os docentes entendem a importância do tema, mas indicaram não estar preparados para desenvolver esta temática em sala de aula. Além disso, grande parte dos educadores não explicita em suas práticas como esta perspectiva da AC com enfoque da CTS pode contribuir para o Ensino de Ciências. Da mesma forma, quando questionados sobre a grade curricular de seus cursos contemplar a AC no enfoque da CTS, eles mencionaram que esse tema não contempla esse enfoque em sua formação (68,96%), bem como 96,56% desses professores não possuem cursos ou pós-graduação sobre a temática AC em CTS. O segundo manuscrito caracteriza-se em analisar como a formação continuada baseada na AC com enfoque CTS impactou um grupo de professores dos Anos Iniciais. Participaram 40 professores e finalizaram 12. Utilizou-se como instrumento de coleta de dados um questionário com perguntas abertas, observação participante e análise de projeto, além do diário de campo. Os resultados apontaram que os professores participantes da pesquisa têm uma percepção conceitual linear e tradicional a respeito dos conteúdos de Ciências. Contudo, nos relatos dos projetos, 66,67% dos docentes mostraram-se com uma visão de Ciência real, interdisciplinar e contextualizada. Com os resultados evidenciados, percebe-se que a formação dos professores teve impacto positivo no entendimento sobre a construção do Ensino de Ciências. Assim, espera-se que a presente dissertação possa contribuir com futuras ações educacionais, estimulando o desenvolvimento de metodologias problematizadoras, as quais se constituem numa importante ferramenta na construção de projetos interdisciplinares que visem a um ensino mais contextualizado e próximo da realidade dos alunos.Universidade Federal de Santa MariaBRCiências BiológicasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdePuntel, Robson Luizhttp://lattes.cnpq.br/1134532326779900Soares, Félix Alexandre Antuneshttp://lattes.cnpq.br/8752453650114092Dutra, Carlos Maximilianohttp://lattes.cnpq.br/8192273903900777Lopes, Werner Zacarias2014-11-032014-11-032014-03-07info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfLOPES, Werner Zacarias. Science teaching under the perspective of scientific and technologic literacy and teachers formation: diagnosis, analysis and proposition. 2014. 79 f. Dissertação (Mestrado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2014.http://repositorio.ufsm.br/handle/1/6679porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-02-01T17:41:49Zoai:repositorio.ufsm.br:1/6679Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-02-01T17:41:49Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta Science teaching under the perspective of scientific and technologic literacy and teachers formation: diagnosis, analysis and proposition |
title |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta |
spellingShingle |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta Lopes, Werner Zacarias Alfabetização científica Formação continuada Arco de Maguerez Scientific literacy Continued formation Maguerez Arch CNPQ::CIENCIAS BIOLOGICAS |
title_short |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta |
title_full |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta |
title_fullStr |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta |
title_full_unstemmed |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta |
title_sort |
O ensino de ciências na perspectiva da alfabetização científica e tecnológica e formação de professores: diagnóstico, análise e proposta |
author |
Lopes, Werner Zacarias |
author_facet |
Lopes, Werner Zacarias |
author_role |
author |
dc.contributor.none.fl_str_mv |
Puntel, Robson Luiz http://lattes.cnpq.br/1134532326779900 Soares, Félix Alexandre Antunes http://lattes.cnpq.br/8752453650114092 Dutra, Carlos Maximiliano http://lattes.cnpq.br/8192273903900777 |
dc.contributor.author.fl_str_mv |
Lopes, Werner Zacarias |
dc.subject.por.fl_str_mv |
Alfabetização científica Formação continuada Arco de Maguerez Scientific literacy Continued formation Maguerez Arch CNPQ::CIENCIAS BIOLOGICAS |
topic |
Alfabetização científica Formação continuada Arco de Maguerez Scientific literacy Continued formation Maguerez Arch CNPQ::CIENCIAS BIOLOGICAS |
description |
This dissertation was developed among a group of Initial Years teachers of municipal schools from Alegrete /RS, in 2012, and it is focused on the diagnosis, analysis and development of a Science Teaching approach under the perspective of Scientific Literacy (SL) with the focus on Science, Technology and Society (STS). The methodological approach was qualitative, of comprehensive-interpretative nature, and the action-research was the investigation support, divided into two manuscripts. The first is characterized by the diagnosis of the teachers perception about the SL perspective with the focus on STS, when a questionnaire was used with open and closed questions. 58 teachers participated in this research. Results showed that the teachers understand the importance of the topic, but they are not prepared to evolve this theme in class. Besides, a great number of educators do not explicit in their practices the way that this SL perspective with the focus on STS may contribute do the Science Teaching. Likewise, when they were asked about the fact that their curriculum does not contemplate the SL with the focus on SIS, they mentioned that this topic does not contemplate this focus on their formation (68,96%), as well as 96,56% of these teachers do not have courses or graduations about the thematic of SL in STS. The second manuscript is characterized by an analysis of how the continued formation based on SL with the focus on STS impacted a group of teachers of Initial Years. 40 teachers participated, and 12 finalized. A questionnaire with open questions, participant observation and project analysis, besides a field journal, were used as tools to collect data. Results showed that teachers who participated at this research have a conceptual, linear and traditional perception of the Science subjects. However, at the projects reports, 66,67% of the teachers showed a vision of real, interdisciplinary and contextualized Science. With the evidenced results, we realized that the teacher s formation had a positive impact at the understanding about the Science Teaching construction. Thus, we hope that this dissertation may contribute with future educational actions, encouraging the development of problematizing methodologies, that are constituted as an important tool at interdisciplinary projects construction, that aim at an education more contextualized and closer to students reality. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-11-03 2014-11-03 2014-03-07 |
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 |
LOPES, Werner Zacarias. Science teaching under the perspective of scientific and technologic literacy and teachers formation: diagnosis, analysis and proposition. 2014. 79 f. Dissertação (Mestrado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/6679 |
identifier_str_mv |
LOPES, Werner Zacarias. Science teaching under the perspective of scientific and technologic literacy and teachers formation: diagnosis, analysis and proposition. 2014. 79 f. Dissertação (Mestrado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
url |
http://repositorio.ufsm.br/handle/1/6679 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Ciências Biológicas UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Ciências Biológicas UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922108588425216 |