Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6569 |
Resumo: | The technological society in which we have been living has made available to us several possibilities to access information and communication. This context has affected all public and private sectors, including education, which had to “reinvent” itself to meet the demands of this new society. However, it is not enough to guarantee students’ creativity, autonomy and learning just because digital technological resources were inserted in the classroom. Teacher must think about, debate and analyze the applied digital technological resources and based on them, look for spaces that can fullfill students' demands. During the pandemic context, teachers’ training courses were integrated with several digital technological resources. Thus, we aimed at understanding if and how emergency remote teaching may have mobilized new understandings and (re)significations regarding technologies for the initial training of Science teachers, based on a research problem associated to some activities that were developed in the Curricular Supervised Internship. The study assumes a qualitative character of field research, as it is exploratory research, from a non participant observation. It involved students who were enrolled in the Mandatory Internship in Science II discipline, from the Biological Sciences Degree Course at a Federal University. As research instruments, the proposal involved data in files produced by the participants – questionnaire, lesson plans, reflective sheets, and final works, in addition to video recording of the followed classes. The obtained data set was analyzed using the Discursive Textual Analysis (DTA). According to this analysis, two categories emerged: 1. A glimpse into technologies: from understandings to teaching practices in Science Teaching - when we discussed the students’ understandings about the technology concept and how these subjects applied digital technological resources in the teaching practice of Supervised Internship; 2. Revealing the background: interactions mobilized by the application of digital technological resources, in which we thought about technical and pedagogical interactions that occur along the teaching and learning processes, when using digital technological resources. Finally, we understood that it is essential to improve in teachers’ training actions, as well as it is important to go beyond the simple instrumentalization when using technological resources. It is also necessary to think about training for the didactic application of digital technological resources. Therefore, creating spaces strategically designed for the teaching staff to try, test, discuss and exchange experiences regarding didactic possibilities helped the teacher to think about alternatives to take part of their practices with digital technological resources applications. |
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Meglhioratti, Fernanda AparecidaLima, Bárbara Grace Tobaldini deMarcelino, Valéria de SouzaOliveira, Andre LuisBoscarioli, ClodisTomazini Neto, Bruna Cristina2023-04-18T13:00:41Z2023-02-15Tomazini Neto, Bruna Cristina.Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial. 2023. 145 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel.https://tede.unioeste.br/handle/tede/6569The technological society in which we have been living has made available to us several possibilities to access information and communication. This context has affected all public and private sectors, including education, which had to “reinvent” itself to meet the demands of this new society. However, it is not enough to guarantee students’ creativity, autonomy and learning just because digital technological resources were inserted in the classroom. Teacher must think about, debate and analyze the applied digital technological resources and based on them, look for spaces that can fullfill students' demands. During the pandemic context, teachers’ training courses were integrated with several digital technological resources. Thus, we aimed at understanding if and how emergency remote teaching may have mobilized new understandings and (re)significations regarding technologies for the initial training of Science teachers, based on a research problem associated to some activities that were developed in the Curricular Supervised Internship. The study assumes a qualitative character of field research, as it is exploratory research, from a non participant observation. It involved students who were enrolled in the Mandatory Internship in Science II discipline, from the Biological Sciences Degree Course at a Federal University. As research instruments, the proposal involved data in files produced by the participants – questionnaire, lesson plans, reflective sheets, and final works, in addition to video recording of the followed classes. The obtained data set was analyzed using the Discursive Textual Analysis (DTA). According to this analysis, two categories emerged: 1. A glimpse into technologies: from understandings to teaching practices in Science Teaching - when we discussed the students’ understandings about the technology concept and how these subjects applied digital technological resources in the teaching practice of Supervised Internship; 2. Revealing the background: interactions mobilized by the application of digital technological resources, in which we thought about technical and pedagogical interactions that occur along the teaching and learning processes, when using digital technological resources. Finally, we understood that it is essential to improve in teachers’ training actions, as well as it is important to go beyond the simple instrumentalization when using technological resources. It is also necessary to think about training for the didactic application of digital technological resources. Therefore, creating spaces strategically designed for the teaching staff to try, test, discuss and exchange experiences regarding didactic possibilities helped the teacher to think about alternatives to take part of their practices with digital technological resources applications.A sociedade tecnológica na qual vivemos colocou-nos à disposição diversas formas de acesso à informação e comunicação. Esse contexto atingiu todos os setores públicos e privados, inclusive a educação, que precisou se “reinventar” para atender às necessidades dessa nova sociedade. No entanto, apenas inserir recursos tecnológicos digitais na sala de aula não é suficiente para garantir criatividade, autonomia e a aprendizagem do aluno. É preciso que o professor reflita, discuta e analise os recursos tecnológicos digitais utilizados e, a partir deles, busque por espaços capazes de atender à demanda dos estudantes. No contexto da pandemia, a formação de professores esteve integrada a uma diversidade de recursos tecnológicos digitais. Neste sentido, buscamos compreender se e como o ensino remoto emergencial pode ter mobilizado novas compreensões e (re)ssignificações a respeito das tecnologias no campo da formação inicial de professores de Ciências, a partir de uma problemática de pesquisa vinculada às atividades desenvolvidas no Estágio Curricular Supervisionado. O estudo assume um caráter qualitativo de pesquisa de campo, do tipo exploratório, a partir de uma observação não participante. Envolveu acadêmicos matriculados na disciplina de Estágio Obrigatório em Ciências II, do Curso de Licenciatura em Ciências Biológicas de uma Universidade Federal. Enquanto instrumentos de pesquisa, a proposta envolve dados em arquivos produzidos pelos participantes – questionário, planos de aula, fichas reflexivas e trabalhos finais, além de videogravação das aulas acompanhadas. O conjunto de dados obtidos foi analisado por meio da Análise Textual Discursiva (ATD). A partir da análise, emergiram duas categorias: 1. Um olhar para as tecnologias: das compreensões às práticas docentes no Ensino de Ciências - momento em que discutimos as compreensões dos acadêmicos acerca do conceito de tecnologia e como esses sujeitos se utilizaram dos recursos tecnológicos digitais na prática docente de Estágio Supervisionado; 2. O revelar do pano de fundo: as interações mobilizadas pelo uso de recursos tecnológicos digitais, nas quais refletimos a respeito das interações técnicas e pedagógicas que ocorrem nos processos de ensino e aprendizagem, por meio do uso de recursos tecnológicos digitais. Por fim, compreendemos ser fundamental avançar nas ações de formação docente, indo além da simples instrumentalização no uso de recursos tecnológicos. É preciso pensar em uma formação para o uso didático dos recursos tecnológicos digitais. Logo, criar espaços estrategicamente pensados para que o corpo docente experimente, teste, discuta e troque experiências a respeito de possibilidades didáticas, auxiliará o professor a pensar alternativas para compor suas práticas com uso de recursos tecnológicos digitais.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2023-04-18T13:00:41Z No. of bitstreams: 2 BRUNA_NETO.2022.pdf: 2573083 bytes, checksum: 53f1b8159446ac5d62e047b94a5ed0e8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-04-18T13:00:41Z (GMT). No. of bitstreams: 2 BRUNA_NETO.2022.pdf: 2573083 bytes, checksum: 53f1b8159446ac5d62e047b94a5ed0e8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2023-02-15Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em Educação em Ciências e Educação MatemáticaUNIOESTEBrasilCentro de Ciências Exatas e Tecnológicashttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessEnsino de CiênciasPráticas pedagógicasRecursos tecnológicos digitaisEstágio Curricular SupervisionadoScience TeachingPedagogical practicesDigital technological resourcesSupervised internshipEDUCAÇÃO EM CIÊNCIASFormação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencialInitial training of Biological Sciences teachers and the application of digital technological resources in a remote teaching context.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-325959922541770290360060060022143744428683820152075167498588264571reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALBRUNA_NETO.2022.pdfBRUNA_NETO.2022.pdfapplication/pdf2573083http://tede.unioeste.br:8080/tede/bitstream/tede/6569/5/BRUNA_NETO.2022.pdf53f1b8159446ac5d62e047b94a5ed0e8MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial |
dc.title.alternative.eng.fl_str_mv |
Initial training of Biological Sciences teachers and the application of digital technological resources in a remote teaching context. |
title |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial |
spellingShingle |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial Tomazini Neto, Bruna Cristina Ensino de Ciências Práticas pedagógicas Recursos tecnológicos digitais Estágio Curricular Supervisionado Science Teaching Pedagogical practices Digital technological resources Supervised internship EDUCAÇÃO EM CIÊNCIAS |
title_short |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial |
title_full |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial |
title_fullStr |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial |
title_full_unstemmed |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial |
title_sort |
Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial |
author |
Tomazini Neto, Bruna Cristina |
author_facet |
Tomazini Neto, Bruna Cristina |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Meglhioratti, Fernanda Aparecida |
dc.contributor.advisor-co1.fl_str_mv |
Lima, Bárbara Grace Tobaldini de |
dc.contributor.referee1.fl_str_mv |
Marcelino, Valéria de Souza |
dc.contributor.referee2.fl_str_mv |
Oliveira, Andre Luis |
dc.contributor.referee3.fl_str_mv |
Boscarioli, Clodis |
dc.contributor.author.fl_str_mv |
Tomazini Neto, Bruna Cristina |
contributor_str_mv |
Meglhioratti, Fernanda Aparecida Lima, Bárbara Grace Tobaldini de Marcelino, Valéria de Souza Oliveira, Andre Luis Boscarioli, Clodis |
dc.subject.por.fl_str_mv |
Ensino de Ciências Práticas pedagógicas Recursos tecnológicos digitais Estágio Curricular Supervisionado |
topic |
Ensino de Ciências Práticas pedagógicas Recursos tecnológicos digitais Estágio Curricular Supervisionado Science Teaching Pedagogical practices Digital technological resources Supervised internship EDUCAÇÃO EM CIÊNCIAS |
dc.subject.eng.fl_str_mv |
Science Teaching Pedagogical practices Digital technological resources Supervised internship |
dc.subject.cnpq.fl_str_mv |
EDUCAÇÃO EM CIÊNCIAS |
description |
The technological society in which we have been living has made available to us several possibilities to access information and communication. This context has affected all public and private sectors, including education, which had to “reinvent” itself to meet the demands of this new society. However, it is not enough to guarantee students’ creativity, autonomy and learning just because digital technological resources were inserted in the classroom. Teacher must think about, debate and analyze the applied digital technological resources and based on them, look for spaces that can fullfill students' demands. During the pandemic context, teachers’ training courses were integrated with several digital technological resources. Thus, we aimed at understanding if and how emergency remote teaching may have mobilized new understandings and (re)significations regarding technologies for the initial training of Science teachers, based on a research problem associated to some activities that were developed in the Curricular Supervised Internship. The study assumes a qualitative character of field research, as it is exploratory research, from a non participant observation. It involved students who were enrolled in the Mandatory Internship in Science II discipline, from the Biological Sciences Degree Course at a Federal University. As research instruments, the proposal involved data in files produced by the participants – questionnaire, lesson plans, reflective sheets, and final works, in addition to video recording of the followed classes. The obtained data set was analyzed using the Discursive Textual Analysis (DTA). According to this analysis, two categories emerged: 1. A glimpse into technologies: from understandings to teaching practices in Science Teaching - when we discussed the students’ understandings about the technology concept and how these subjects applied digital technological resources in the teaching practice of Supervised Internship; 2. Revealing the background: interactions mobilized by the application of digital technological resources, in which we thought about technical and pedagogical interactions that occur along the teaching and learning processes, when using digital technological resources. Finally, we understood that it is essential to improve in teachers’ training actions, as well as it is important to go beyond the simple instrumentalization when using technological resources. It is also necessary to think about training for the didactic application of digital technological resources. Therefore, creating spaces strategically designed for the teaching staff to try, test, discuss and exchange experiences regarding didactic possibilities helped the teacher to think about alternatives to take part of their practices with digital technological resources applications. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-04-18T13:00:41Z |
dc.date.issued.fl_str_mv |
2023-02-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Tomazini Neto, Bruna Cristina.Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial. 2023. 145 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6569 |
identifier_str_mv |
Tomazini Neto, Bruna Cristina.Formação inicial de professores de Ciências Biológicas e o uso de recursos tecnológicos digitais no contexto de ensino remoto emergencial. 2023. 145 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel. |
url |
https://tede.unioeste.br/handle/tede/6569 |
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por |
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por |
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600 600 600 |
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2214374442868382015 |
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2075167498588264571 |
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http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0/ |
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openAccess |
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application/pdf |
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Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências e Educação Matemática |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
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Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Exatas e Tecnológicas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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