Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers

Detalhes bibliográficos
Autor(a) principal: Monerat, Carlos Alberto Andrade
Data de Publicação: 2020
Outros Autores: Rocha, Marcelo Borges
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/57440
Resumo: Didactic Sequences allows the student to restructure concepts learned, generating reflections about their learning process, because it presents itself as a tool of consolidation of the relations between theory and classroom practices. Therefore, this research involved the application of a Didactic Sequence associated to Scientific Disclosure texts with a group of undergraduate Biology students, investigating how this association can contribute to the teachers’ formation. The data were collected based on the meetings’ records and the analysis of the materials produced by the participants. The results indicate the texts used constitute important resources in the process of training students. The proposed activities have generated discussions about questions that permeate the necessary construction to the educational practice, allowing also to realize that individuals should to appropriate critically of scientific presuppositions, re-signifying them for their use in teaching activities.
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spelling Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers Aspectos relacionados con la aplicación de una Secuencia Didáctica utilizando textos de Difusión Científica en la formación inicial de profesores de Ciencias y BiologíaAspectos relacionados ao uso de textos de Divulgação Científica em uma Sequência Didática na formação inicial de professores de Ciências e BiologiaSequência DidáticaDivulgação CientíficaEnsino de CiênciasFormação de ProfessoresDidactic SequenceScience DisclosureScience TeachingTeacher FormationSecuencia didácticaDivulgación de la cienciaEnseñanza de las CienciasFormación docenteDidactic Sequences allows the student to restructure concepts learned, generating reflections about their learning process, because it presents itself as a tool of consolidation of the relations between theory and classroom practices. Therefore, this research involved the application of a Didactic Sequence associated to Scientific Disclosure texts with a group of undergraduate Biology students, investigating how this association can contribute to the teachers’ formation. The data were collected based on the meetings’ records and the analysis of the materials produced by the participants. The results indicate the texts used constitute important resources in the process of training students. The proposed activities have generated discussions about questions that permeate the necessary construction to the educational practice, allowing also to realize that individuals should to appropriate critically of scientific presuppositions, re-signifying them for their use in teaching activities.Las secuencias didácticas permiten al alumno reestructurar los conceptos aprendidos, generando reflexiones sobre su aprendizaje, ya que se presentan como instrumentos de consolidación de las relaciones entre la teoría y las prácticas en el aula. Por lo tanto, esta investigación implicó la aplicación de una secuencia didáctica asociada con textos de difusión científica con un grupo de graduados en biología, investigando cómo esta asociación puede contribuir a la formación de docentes. Los datos fueron recolectados en base a los registros de las reuniones y el análisis de los materiales producidos por los participantes. Los resultados indican que los textos utilizados constituyen recursos relevantes en el proceso de graduación de los alumnos. Las actividades propuestas generaron discusiones sobre temas que impregnan la construcción necesaria para la práctica educativa, lo que también nos permite darnos cuenta de que estas personas deben apropiarse críticamente de suposiciones científicas, volviéndolos a significar para su uso en las actividades de enseñanza.Sequências Didáticas permitem ao estudante reestruturar conceitos aprendidos, gerando reflexões sobre sua aprendizagem, pois se apresentam como instrumentos de consolidação das relações entre teoria e práticas em sala de aula. Assim sendo, esta pesquisa envolveu a aplicação de uma Sequência Didática associada a textos de Divulgação Científica com um grupo de licenciandos em Biologia, investigando como esta associação pode contribuir com a formação de professores. Os dados foram coletados com base nos registros dos encontros e na análise dos materiais produzidos pelos participantes. Os resultados indicam que os textos utilizados se constituem em relevantes recursos no processo de formação dos licenciandos. As atividades propostas geraram discussões sobre questões que permeiam a construção necessária à prática educativa, permitindo também perceber que estes indivíduos devem se apropriar criticamente dos pressupostos científicos, ressignificando-os para sua utilização em atividades de ensino.Universidade Federal de Uberlândia2020-09-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/5744010.14393/ER-v27nEa2020-9Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1380-1404Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1380-1404Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1380-14041983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/57440/29987Monerat, Carlos Alberto Andrade Rocha, Marcelo Borges info:eu-repo/semantics/openAccess2021-09-01T22:12:09Zoai:ojs.www.seer.ufu.br:article/57440Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2021-09-01T22:12:09Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
Aspectos relacionados con la aplicación de una Secuencia Didáctica utilizando textos de Difusión Científica en la formación inicial de profesores de Ciencias y Biología
Aspectos relacionados ao uso de textos de Divulgação Científica em uma Sequência Didática na formação inicial de professores de Ciências e Biologia
title Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
spellingShingle Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
Monerat, Carlos Alberto Andrade
Sequência Didática
Divulgação Científica
Ensino de Ciências
Formação de Professores
Didactic Sequence
Science Disclosure
Science Teaching
Teacher Formation
Secuencia didáctica
Divulgación de la ciencia
Enseñanza de las Ciencias
Formación docente
title_short Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
title_full Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
title_fullStr Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
title_full_unstemmed Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
title_sort Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
author Monerat, Carlos Alberto Andrade
author_facet Monerat, Carlos Alberto Andrade
Rocha, Marcelo Borges
author_role author
author2 Rocha, Marcelo Borges
author2_role author
dc.contributor.author.fl_str_mv Monerat, Carlos Alberto Andrade
Rocha, Marcelo Borges
dc.subject.por.fl_str_mv Sequência Didática
Divulgação Científica
Ensino de Ciências
Formação de Professores
Didactic Sequence
Science Disclosure
Science Teaching
Teacher Formation
Secuencia didáctica
Divulgación de la ciencia
Enseñanza de las Ciencias
Formación docente
topic Sequência Didática
Divulgação Científica
Ensino de Ciências
Formação de Professores
Didactic Sequence
Science Disclosure
Science Teaching
Teacher Formation
Secuencia didáctica
Divulgación de la ciencia
Enseñanza de las Ciencias
Formación docente
description Didactic Sequences allows the student to restructure concepts learned, generating reflections about their learning process, because it presents itself as a tool of consolidation of the relations between theory and classroom practices. Therefore, this research involved the application of a Didactic Sequence associated to Scientific Disclosure texts with a group of undergraduate Biology students, investigating how this association can contribute to the teachers’ formation. The data were collected based on the meetings’ records and the analysis of the materials produced by the participants. The results indicate the texts used constitute important resources in the process of training students. The proposed activities have generated discussions about questions that permeate the necessary construction to the educational practice, allowing also to realize that individuals should to appropriate critically of scientific presuppositions, re-signifying them for their use in teaching activities.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-28
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://seer.ufu.br/index.php/emrevista/article/view/57440
10.14393/ER-v27nEa2020-9
url https://seer.ufu.br/index.php/emrevista/article/view/57440
identifier_str_mv 10.14393/ER-v27nEa2020-9
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/57440/29987
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1380-1404
Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1380-1404
Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1380-1404
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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