Indicators of scientific literacy of teachers in service: biochemistry as a formative context

Detalhes bibliográficos
Autor(a) principal: Paz, Giovanni Scataglia Botelho
Data de Publicação: 2019
Outros Autores: Avila, Paulo de, Leal, Sérgio Henrique Bezerra de Sousa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/21587
Resumo: In this article, the scientific education knowledge of a group of teachers of chemistry, biology and science was investigated, with special attention to the indicators of scientific literacy. From the offering of a continuing education extension course for this group of teachers, the research data were collected through the audiovisual recording of the classes and subsequent transcription of the same. These data were analyzed according to the indicators of scientific literacy, resulting in the manifestation of most of the expected indicators in each of the analyzed episodes, and the course offered helped in the process of scientific literacy of these professionals. Thus, the main contribution of this work was the identification and analysis of indicators of scientific literacy, in order to incorporate the theoretical framework of research in continuing teacher education.
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spelling Indicators of scientific literacy of teachers in service: biochemistry as a formative contextIndicadores de la alfabetización científica de profesores en servicio: la bioquímica como contexto formativoIndicateurs de la culture scientifique des enseignants en service: la biochimie en tant que contexte formatifIndicadores de alfabetização científica de professores em serviço: a bioquímica como contexto formativo: biochemistry as a formative contextAlfabetização científicaFormação continuadaBioquímicaalfabetización científicaformación continuadabioquímicaScientific literacyIn service educationBiochemistryIn this article, the scientific education knowledge of a group of teachers of chemistry, biology and science was investigated, with special attention to the indicators of scientific literacy. From the offering of a continuing education extension course for this group of teachers, the research data were collected through the audiovisual recording of the classes and subsequent transcription of the same. These data were analyzed according to the indicators of scientific literacy, resulting in the manifestation of most of the expected indicators in each of the analyzed episodes, and the course offered helped in the process of scientific literacy of these professionals. Thus, the main contribution of this work was the identification and analysis of indicators of scientific literacy, in order to incorporate the theoretical framework of research in continuing teacher education.En el presente artículo se investigaron los conocimientos de educación científica de un grupo de profesores de química, biología y ciencias, con especial atención a los indicadores de alfabetización científica. A partir del ofrecimiento de un curso de extensión de formación continuada para ese grupo de profesores, fueron recolectados los datos de investigación por intermedio del registro audiovisual de las clases y posterior transcripción de las mismas. Estos datos fueron analizados de acuerdo con los indicadores de alfabetización científica, resultando en la manifestación de la mayoría de los indicadores esperados en cada uno de los episodios analizados, siendo que el curso ofrecido ayudó en el proceso de alfabetización científica de estos profesionales. Así, la principal contribución de ese trabajo consistió en la identificación y análisis de indicadores de alfabetización científica, a fin de corporificar el marco teórico de las investigaciones en formación continuada de profesoresDans le présent article, les connaissances en éducation scientifique d'un groupe de professeurs de chimie, de biologie et de sciences ont été étudiées, en accordant une attention particulière aux indicateurs de la culture scientifique. De l'offre d'un cours de formation continue pour ce groupe d'enseignants, les données de recherche ont été recueillies grâce à l'enregistrement audiovisuel des classes et la transcription subséquente de la même. Ces données ont été analysées en fonction des indicateurs de la culture scientifique, ce qui a entraîné la manifestation de la plupart des indicateurs attendus dans chacun des épisodes analysés, et le cours offert a aidé dans le processus d'alphabétisation scientifique de ces professionnels. Ainsi, la contribution principale de ce travail a été l'identification et l'analyse des indicateurs de la culture scientifique, afin d'intégrer le cadre théorique de la recherche dans la formation continue des enseignants.No presente artigo foram investigados os conhecimentos de educação científica de um grupo de professores de química, biologia e ciências, com especial atenção aos indicadores de alfabetização científica. A partir do oferecimento de um curso de extensão de formação continuada para esse grupo de professores, foram coletados os dados de pesquisa por intermédio do registro audiovisual das aulas e posterior transcrição das mesmas. Esses dados foram analisados de acordo com os indicadores de alfabetização científica, resultando na manifestação da maioria dos indicadores esperados em cada um dos episódios analisados, sendo que o curso oferecido auxiliou no processo de alfabetização científica destes profissionais. Assim, a principal contribuição desse trabalho consistiu na identificação e análise de indicadores de alfabetização científica, a fim de corporificar o quadro teórico das pesquisas em formação continuada de professores.Faculdade de Educação - Universidade de Brasília2019-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2158710.26512/lc.v25.2019.21587Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e21587Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e21587Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e215871981-04311516-489610.26512/lc.v25.2019reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/21587/20575https://periodicos.unb.br/index.php/linhascriticas/article/view/21587/31708Copyright (c) 2018 Revista Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPaz, Giovanni Scataglia BotelhoAvila, Paulo deLeal, Sérgio Henrique Bezerra de Sousa2022-02-08T21:37:48Zoai:ojs.pkp.sfu.ca:article/21587Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-02-08T21:37:48Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Indicators of scientific literacy of teachers in service: biochemistry as a formative context
Indicadores de la alfabetización científica de profesores en servicio: la bioquímica como contexto formativo
Indicateurs de la culture scientifique des enseignants en service: la biochimie en tant que contexte formatif
Indicadores de alfabetização científica de professores em serviço: a bioquímica como contexto formativo: biochemistry as a formative context
title Indicators of scientific literacy of teachers in service: biochemistry as a formative context
spellingShingle Indicators of scientific literacy of teachers in service: biochemistry as a formative context
Paz, Giovanni Scataglia Botelho
Alfabetização científica
Formação continuada
Bioquímica
alfabetización científica
formación continuada
bioquímica
Scientific literacy
In service education
Biochemistry
title_short Indicators of scientific literacy of teachers in service: biochemistry as a formative context
title_full Indicators of scientific literacy of teachers in service: biochemistry as a formative context
title_fullStr Indicators of scientific literacy of teachers in service: biochemistry as a formative context
title_full_unstemmed Indicators of scientific literacy of teachers in service: biochemistry as a formative context
title_sort Indicators of scientific literacy of teachers in service: biochemistry as a formative context
author Paz, Giovanni Scataglia Botelho
author_facet Paz, Giovanni Scataglia Botelho
Avila, Paulo de
Leal, Sérgio Henrique Bezerra de Sousa
author_role author
author2 Avila, Paulo de
Leal, Sérgio Henrique Bezerra de Sousa
author2_role author
author
dc.contributor.author.fl_str_mv Paz, Giovanni Scataglia Botelho
Avila, Paulo de
Leal, Sérgio Henrique Bezerra de Sousa
dc.subject.por.fl_str_mv Alfabetização científica
Formação continuada
Bioquímica
alfabetización científica
formación continuada
bioquímica
Scientific literacy
In service education
Biochemistry
topic Alfabetização científica
Formação continuada
Bioquímica
alfabetización científica
formación continuada
bioquímica
Scientific literacy
In service education
Biochemistry
description In this article, the scientific education knowledge of a group of teachers of chemistry, biology and science was investigated, with special attention to the indicators of scientific literacy. From the offering of a continuing education extension course for this group of teachers, the research data were collected through the audiovisual recording of the classes and subsequent transcription of the same. These data were analyzed according to the indicators of scientific literacy, resulting in the manifestation of most of the expected indicators in each of the analyzed episodes, and the course offered helped in the process of scientific literacy of these professionals. Thus, the main contribution of this work was the identification and analysis of indicators of scientific literacy, in order to incorporate the theoretical framework of research in continuing teacher education.
publishDate 2019
dc.date.none.fl_str_mv 2019-02-11
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.unb.br/index.php/linhascriticas/article/view/21587
10.26512/lc.v25.2019.21587
url https://periodicos.unb.br/index.php/linhascriticas/article/view/21587
identifier_str_mv 10.26512/lc.v25.2019.21587
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/21587/20575
https://periodicos.unb.br/index.php/linhascriticas/article/view/21587/31708
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e21587
Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e21587
Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e21587
1981-0431
1516-4896
10.26512/lc.v25.2019
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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