The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept

Detalhes bibliográficos
Autor(a) principal: Silva, Kassielly Raimunda Dias da
Data de Publicação: 2021
Outros Autores: Lima, Geany de Sousa, Diniz Júnior, Antônio Inácio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/18930
Resumo: This article aimed to analyze the ways of thinking about the concept of heat that emerge in the speech of teachers from two public schools in São Raimundo Nonato-PI. For this, we are guided by the theory of conceptual profiles that discusses the polysemy of scientific concepts worked on in the classroom, precisely the concept of heat, as this has great relevance within the teaching of Science. This research has a descriptive qualitative character, carried out from the collection, analysis and mapping of the statements of two Science teachers from the 9th year of Elementary School. The operationalization of this research was divided into two stages, the first was the application of a questionnaire containing nine questions, the second was through observation of three Science classes, whose objective was to verify the different ways of speaking the concept of heat when it is taught in the classroom. Based on our results, we verified different ways of thinking about the concept of heat in the teachers' speech, namely: Rationalist, substantialist, realist, empirical and animist. It is noteworthy that we could observe that the professors teach and articulate the heterogeneity of the concept of heat in their classes, however in a shallow way, that is, they are not aware of the meanings that this concept presents. We emphasize, from the discussions presented here, that we intend to continue our research involving the use of conceptual profiles in the understanding, planning and contextualization of science teaching.
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spelling The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat conceptLa hereterogeidad del discurso de los Profesores de Ciencia: Analizando formas de pensar el concepto de calorA heterogeneidade da fala de Professores de Ciências: Analisando modos pensar o conceito de calorConceptual profile; Heat; Teachers.Conceptual profileHeatTeachers.Perfil conceptual; Calor; MaestrosPerfil conceptualCalorMaestros.Perfil conceitual; Calor; Professores.Perfil conceitualCalorProfessores.This article aimed to analyze the ways of thinking about the concept of heat that emerge in the speech of teachers from two public schools in São Raimundo Nonato-PI. For this, we are guided by the theory of conceptual profiles that discusses the polysemy of scientific concepts worked on in the classroom, precisely the concept of heat, as this has great relevance within the teaching of Science. This research has a descriptive qualitative character, carried out from the collection, analysis and mapping of the statements of two Science teachers from the 9th year of Elementary School. The operationalization of this research was divided into two stages, the first was the application of a questionnaire containing nine questions, the second was through observation of three Science classes, whose objective was to verify the different ways of speaking the concept of heat when it is taught in the classroom. Based on our results, we verified different ways of thinking about the concept of heat in the teachers' speech, namely: Rationalist, substantialist, realist, empirical and animist. It is noteworthy that we could observe that the professors teach and articulate the heterogeneity of the concept of heat in their classes, however in a shallow way, that is, they are not aware of the meanings that this concept presents. We emphasize, from the discussions presented here, that we intend to continue our research involving the use of conceptual profiles in the understanding, planning and contextualization of science teaching.Este artículo tuvo como objetivo analizar las formas de pensar sobre el concepto de calor que surgen en el discurso de los profesores de dos escuelas públicas de São Raimundo Nonato-PI. Para ello, nos guiamos por la teoría de perfiles conceptuales que discute la polisemia de conceptos científicos trabajados en el aula, precisamente el concepto de calor, ya que éste tiene gran relevancia dentro de la enseñanza de las Ciencias. Esta investigación tiene un carácter cualitativo descriptivo, realizada a partir de la recopilación, análisis y mapeo de los enunciados de dos profesores de Ciencias del 9º año de Educación Primaria. A operacionalização dessa pesquisa foi dividida em duas etapas, a primeira a aplicação de um questionário contendo nove questões, a segunda se deu pela observação de três aulas de Ciências, cujo objetivo foi verificar os diferentes modos de falar o conceito de calor quando este é ensinado En el aula. Con base en nuestros resultados, verificamos diferentes formas de pensar sobre el concepto de calor en el discurso de los profesores, a saber: racionalista, sustancialista, realista, empírica y animista. Es de destacar que pudimos observar que los profesores enseñan y articulan la heterogeneidad del concepto de calor en sus clases, sin embargo de manera superficial, es decir, desconocen los significados que presenta este concepto. Destacamos, de las discusiones aquí presentadas, que pretendemos continuar nuestra investigación involucrando el uso de perfiles conceptuales en la comprensión, planificación y contextualización de la enseñanza de las ciencias.Este artigo teve como objetivo analisar os modos de pensar o conceito de calor que emergem na fala de professores de duas escolas públicas de São Raimundo Nonato-PI. Para isso, nos guiamos pela teoria dos perfis conceituais que discute a polissemia de conceitos científicos trabalhados em sala de aula, precisamente o conceito de calor, pois este apresenta grande relevância dentro do ensino de Ciências. Esta pesquisa apresenta caráter qualitativo descritivo, realizada a partir da coleta, análise e mapeamento de falas de dois professores de Ciências do 9° ano do Ensino Fundamental. A operacionalização dessa pesquisa foi dividida em duas etapas, a primeira a aplicação de um questionário contendo nove questões, a segunda se deu pela observação de três aulas de Ciências, cujo objetivo foi verificar os diferentes modos de falar o conceito de calor quando este é ensinado em sala de aula. A partir de nossos resultados verificamos diferentes modos de pensar o conceito de calor na fala dos professores, a saber: Racionalista, substancialista, realista, empírica e animista. Vale destacar que pudemos observar que os docentes ensinam e articulam a heterogeneidade do conceito de calor em suas aulas, entretanto de forma pouco aprofundada, ou seja, não tendo consciência dos significados que este conceito apresenta. Ressalvamos, a partir das discussões aqui apresentadas, que pretendemos dar continuidade à nossa pesquisa envolvendo o uso dos perfis conceituais na compreensão, planejamento e contextualização do ensino de ciências.Research, Society and Development2021-08-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1893010.33448/rsd-v10i10.18930Research, Society and Development; Vol. 10 No. 10; e499101018930Research, Society and Development; Vol. 10 Núm. 10; e499101018930Research, Society and Development; v. 10 n. 10; e4991010189302525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/18930/17068Copyright (c) 2021 Kassielly Raimunda Dias da Silva; Geany de Sousa Lima; Antônio Inácio Diniz Júniorhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Kassielly Raimunda Dias daLima, Geany de SousaDiniz Júnior, Antônio Inácio2021-10-02T21:49:16Zoai:ojs.pkp.sfu.ca:article/18930Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:38:56.682779Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
La hereterogeidad del discurso de los Profesores de Ciencia: Analizando formas de pensar el concepto de calor
A heterogeneidade da fala de Professores de Ciências: Analisando modos pensar o conceito de calor
title The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
spellingShingle The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
Silva, Kassielly Raimunda Dias da
Conceptual profile; Heat; Teachers.
Conceptual profile
Heat
Teachers.
Perfil conceptual; Calor; Maestros
Perfil conceptual
Calor
Maestros.
Perfil conceitual; Calor; Professores.
Perfil conceitual
Calor
Professores.
title_short The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
title_full The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
title_fullStr The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
title_full_unstemmed The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
title_sort The hererogeneity of Science Teachers Speak: Analyzing ways to think the heat concept
author Silva, Kassielly Raimunda Dias da
author_facet Silva, Kassielly Raimunda Dias da
Lima, Geany de Sousa
Diniz Júnior, Antônio Inácio
author_role author
author2 Lima, Geany de Sousa
Diniz Júnior, Antônio Inácio
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Kassielly Raimunda Dias da
Lima, Geany de Sousa
Diniz Júnior, Antônio Inácio
dc.subject.por.fl_str_mv Conceptual profile; Heat; Teachers.
Conceptual profile
Heat
Teachers.
Perfil conceptual; Calor; Maestros
Perfil conceptual
Calor
Maestros.
Perfil conceitual; Calor; Professores.
Perfil conceitual
Calor
Professores.
topic Conceptual profile; Heat; Teachers.
Conceptual profile
Heat
Teachers.
Perfil conceptual; Calor; Maestros
Perfil conceptual
Calor
Maestros.
Perfil conceitual; Calor; Professores.
Perfil conceitual
Calor
Professores.
description This article aimed to analyze the ways of thinking about the concept of heat that emerge in the speech of teachers from two public schools in São Raimundo Nonato-PI. For this, we are guided by the theory of conceptual profiles that discusses the polysemy of scientific concepts worked on in the classroom, precisely the concept of heat, as this has great relevance within the teaching of Science. This research has a descriptive qualitative character, carried out from the collection, analysis and mapping of the statements of two Science teachers from the 9th year of Elementary School. The operationalization of this research was divided into two stages, the first was the application of a questionnaire containing nine questions, the second was through observation of three Science classes, whose objective was to verify the different ways of speaking the concept of heat when it is taught in the classroom. Based on our results, we verified different ways of thinking about the concept of heat in the teachers' speech, namely: Rationalist, substantialist, realist, empirical and animist. It is noteworthy that we could observe that the professors teach and articulate the heterogeneity of the concept of heat in their classes, however in a shallow way, that is, they are not aware of the meanings that this concept presents. We emphasize, from the discussions presented here, that we intend to continue our research involving the use of conceptual profiles in the understanding, planning and contextualization of science teaching.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-16
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/18930
10.33448/rsd-v10i10.18930
url https://rsdjournal.org/index.php/rsd/article/view/18930
identifier_str_mv 10.33448/rsd-v10i10.18930
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/18930/17068
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. 10 No. 10; e499101018930
Research, Society and Development; Vol. 10 Núm. 10; e499101018930
Research, Society and Development; v. 10 n. 10; e499101018930
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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