Science teaching in basic education: student learning and teacher practice from the perspective of evaluations

Detalhes bibliográficos
Autor(a) principal: Oliveira, Maria Elizete Pereira Alencar
Data de Publicação: 2020
Outros Autores: Barroso, Maria Cleide da Silva, Holanda, Francisca Helena de Oliveira, Vasconcelos, Ana Karine Portela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/3500
Resumo: In the school context, Science Education is an existing discipline to instill students' knowledge, mobilizing in them a critical and investigative spirit. Starting from cognitive knowledge to reality, the learner will incorporate concepts that, through application in problem situations, will be mediated by the relationships in which he finds himself. It was observed that this form of pedagogical work can contribute to the production of situations favorable to the pursuit of knowledge in the school space. In this study we aim to understand the perception of teachers about Science Teaching during the evaluation processes. This research has a qualitative approach. The methodology includes instructions regarding subjects, inquisitions, groupings and weightings of information. The results of the research show how to delimit: absence of a certain connection between Science Teaching and assessment with students' lives; inexistence of any advice and didactic basis and are able to make the results viable; certain elaboration guided with the goal of enabling students to an evaluative practice. As viability: Science Teaching within an evaluation framework can provide components about peculiarities of education in public schools; this conduct appreciates the role of the master and organizational. They lead to referrals about Science Teaching and its evaluative execution since it is essential to consider the link between Science Teaching and the existence of students, schools and educators.
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spelling Science teaching in basic education: student learning and teacher practice from the perspective of evaluationsEnseñanza de las ciencias en la educación básica: aprendizaje de los alumnos y práctica docente desde la perspectiva de las evaluacionesEnsino de Ciências na educação básica: a aprendizagem dos alunos e a prática dos professores sob a ótica das avaliaçõesEvaluaciónInstrucciónDisciplinaEnseñanza fundamental.EvaluationInstructionDisciplineElementary SchoolAvaliaçãoEnsinoCiênciasIn the school context, Science Education is an existing discipline to instill students' knowledge, mobilizing in them a critical and investigative spirit. Starting from cognitive knowledge to reality, the learner will incorporate concepts that, through application in problem situations, will be mediated by the relationships in which he finds himself. It was observed that this form of pedagogical work can contribute to the production of situations favorable to the pursuit of knowledge in the school space. In this study we aim to understand the perception of teachers about Science Teaching during the evaluation processes. This research has a qualitative approach. The methodology includes instructions regarding subjects, inquisitions, groupings and weightings of information. The results of the research show how to delimit: absence of a certain connection between Science Teaching and assessment with students' lives; inexistence of any advice and didactic basis and are able to make the results viable; certain elaboration guided with the goal of enabling students to an evaluative practice. As viability: Science Teaching within an evaluation framework can provide components about peculiarities of education in public schools; this conduct appreciates the role of the master and organizational. They lead to referrals about Science Teaching and its evaluative execution since it is essential to consider the link between Science Teaching and the existence of students, schools and educators.En el contexto escolar, la educación científica es una disciplina existente para inculcar el conocimiento de los estudiantes, movilizando en ellos un espíritu crítico e investigativo. A partir del conocimiento cognitivo a la realidad, el aprendiz comenzará a incorporar conceptos que, a través de la aplicación en situaciones problemáticas, serán mediadas por las relaciones en las que se encuentre. Se observó que esta forma de trabajo pedagógico puede contribuir a la producción de situaciones favorables para la búsqueda del conocimiento en el espacio escolar. En este estudio pretendemos comprender la percepción de los docentes sobre la enseñanza de las ciencias durante los procesos de evaluación. Esta investigación tiene un enfoque cualitativo. La metodología incluye instrucciones sobre temas, inquisiciones, agrupaciones y ponderaciones de información. Los resultados de la investigación muestran cómo delimitar: ausencia de una cierta conexión entre la enseñanza de las ciencias y la evaluación con la vida de los estudiantes; inexistencia de cualquier consejo y base didáctica y son capaces de hacer que los resultados sean viables; cierta elaboración guiada con el objetivo de permitir a los estudiantes una práctica evaluativa. Como viabilidad: la enseñanza de las ciencias dentro de un marco de evaluación puede proporcionar componentes sobre las peculiaridades de la educación en las escuelas públicas; Esta conducta aprecia el papel del maestro y la organización. Conducen a referencias sobre la enseñanza de las ciencias y su ejecución evaluativa, ya que es esencial considerar el vínculo entre la enseñanza de las ciencias y la existencia de estudiantes, escuelas y educadores.No contexto escolar, o Ensino de Ciências é uma disciplina existente para instigar os conhecimentos dos alunos, mobilizando neles o espírito crítico e investigador. Partindo do conhecimento cognitivo para a realidade, o aprendiz passará a incorporar conceitos que, através da aplicação em situações problema venha a ser mediatizado pelas relações no qual se encontra. Observou-se que esta forma de trabalho pedagógico, pode contribuir para a produção de situações favoráveis ao seguimento de conhecimentos no espaço escolar. Objetivamos neste estudo compreender a percepção dos professores acerca do Ensino de Ciências durante os processos avaliativos. Esta pesquisa possui uma abordagem qualitativa. A metodologia inclui instruções a respeito de assuntos, inquisições, agrupamentos e ponderações de informações. Os resultados da pesquisa mostram como delimitação: ausência de certa conexão entre o Ensino de Ciências e a avaliação com a vida dos alunos; inexistência de alguma assessoria e fundamento didático que consigam viabilizar as decorrências; certa elaboração norteada com a meta de habilitar os educandos a uma prática avaliativa. Como viabilidades: o Ensino de Ciências dentro de um quadro avaliativo pode fornecer componentes acerca de peculiaridades da educação nos colégios públicas; essa conduta aprecia a função do mestre e organizacional. Acarretam encaminhamentos a respeito do Ensino de Ciências e sua execução avaliativa visto que se concebe indispensável ponderar o vínculo do Ensino de Ciências com a existência dos estudantes, colégios e educadores.Research, Society and Development2020-05-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/350010.33448/rsd-v9i7.3500Research, Society and Development; Vol. 9 No. 7; e217973500Research, Society and Development; Vol. 9 Núm. 7; e217973500Research, Society and Development; v. 9 n. 7; e2179735002525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/3500/3373Copyright (c) 2020 Maria Elizete Pereira Alencar Oliveira, Maria Cleide da Silva Barroso, Francisca Helena de Oliveira Holandahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Maria Elizete Pereira AlencarBarroso, Maria Cleide da SilvaHolanda, Francisca Helena de OliveiraVasconcelos, Ana Karine Portela2020-08-20T18:05:03Zoai:ojs.pkp.sfu.ca:article/3500Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:41.405174Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
Enseñanza de las ciencias en la educación básica: aprendizaje de los alumnos y práctica docente desde la perspectiva de las evaluaciones
Ensino de Ciências na educação básica: a aprendizagem dos alunos e a prática dos professores sob a ótica das avaliações
title Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
spellingShingle Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
Oliveira, Maria Elizete Pereira Alencar
Evaluación
Instrucción
Disciplina
Enseñanza fundamental.
Evaluation
Instruction
Discipline
Elementary School
Avaliação
Ensino
Ciências
title_short Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
title_full Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
title_fullStr Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
title_full_unstemmed Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
title_sort Science teaching in basic education: student learning and teacher practice from the perspective of evaluations
author Oliveira, Maria Elizete Pereira Alencar
author_facet Oliveira, Maria Elizete Pereira Alencar
Barroso, Maria Cleide da Silva
Holanda, Francisca Helena de Oliveira
Vasconcelos, Ana Karine Portela
author_role author
author2 Barroso, Maria Cleide da Silva
Holanda, Francisca Helena de Oliveira
Vasconcelos, Ana Karine Portela
author2_role author
author
author
dc.contributor.author.fl_str_mv Oliveira, Maria Elizete Pereira Alencar
Barroso, Maria Cleide da Silva
Holanda, Francisca Helena de Oliveira
Vasconcelos, Ana Karine Portela
dc.subject.por.fl_str_mv Evaluación
Instrucción
Disciplina
Enseñanza fundamental.
Evaluation
Instruction
Discipline
Elementary School
Avaliação
Ensino
Ciências
topic Evaluación
Instrucción
Disciplina
Enseñanza fundamental.
Evaluation
Instruction
Discipline
Elementary School
Avaliação
Ensino
Ciências
description In the school context, Science Education is an existing discipline to instill students' knowledge, mobilizing in them a critical and investigative spirit. Starting from cognitive knowledge to reality, the learner will incorporate concepts that, through application in problem situations, will be mediated by the relationships in which he finds himself. It was observed that this form of pedagogical work can contribute to the production of situations favorable to the pursuit of knowledge in the school space. In this study we aim to understand the perception of teachers about Science Teaching during the evaluation processes. This research has a qualitative approach. The methodology includes instructions regarding subjects, inquisitions, groupings and weightings of information. The results of the research show how to delimit: absence of a certain connection between Science Teaching and assessment with students' lives; inexistence of any advice and didactic basis and are able to make the results viable; certain elaboration guided with the goal of enabling students to an evaluative practice. As viability: Science Teaching within an evaluation framework can provide components about peculiarities of education in public schools; this conduct appreciates the role of the master and organizational. They lead to referrals about Science Teaching and its evaluative execution since it is essential to consider the link between Science Teaching and the existence of students, schools and educators.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-06
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://rsdjournal.org/index.php/rsd/article/view/3500
10.33448/rsd-v9i7.3500
url https://rsdjournal.org/index.php/rsd/article/view/3500
identifier_str_mv 10.33448/rsd-v9i7.3500
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/3500/3373
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 7; e217973500
Research, Society and Development; Vol. 9 Núm. 7; e217973500
Research, Society and Development; v. 9 n. 7; e217973500
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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