Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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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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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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1799944223201427456 |