Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6087 |
Resumo: | Problem-Based Learning (PBL) is a contextualized, constructive, and collaborative teaching methodology that focuses on contributing to student education and their autonomous learning, offering support for the development of pedagogical interventions based on the proposition and problem solving in the classroom. In this study, we seek to theorize about the development process of the PBL methodology in the field of initial training of Science/Chemistry teachers. This research, of a qualitative nature, referred to as a case study, was developed with eight undergraduates from a public university, enrolled in a didactic-pedagogical discipline taught remotely by the teacher-researcher. The research was carried out over four stages of intervention based on PBL: firstly, a survey of the undergraduates’ prior knowledge was carried out; secondly, two open problems were proposed to them, one involving the elaboration of scripts for interviews with Basic Education teachers, and another proposing the elaboration of problems in the form of statements and a subsequent substantiated resolution; and, finally, a joint evaluation of the proposal was carried out. Data construction occurred through video-recorded oral speeches and written accounts developed throughout the research stages. Data analysis followed the assumptions of the Grounded Theory proposed by Kathy Charmaz (2009). Our thesis suggests that the teaching and learning process based on PBL in remote teaching carried out with science graduates involves potentialities and limitations. We understand that remote teaching naturally requires the organization of an interactive environment (teacher-students, students-content, student-student) that is more dynamic and flexible and demands greater independence from students in relation to their learning. This more dynamic interaction environment, in which the students need to demonstrate greater independence and autonomy in problem solving, was provided by the PBL methodology. Throughout the process, the undergraduates were encouraged to actively participate in the execution of tasks, in the selection of material for study, in the definition of themes/subjects to be investigated by them in the interviews and in the resolution of substantiated problems. However, we defend that the adoption of PBL in classrooms should not be reduced to a mechanized pedagogical practice disconnected from theoretical assumptions related to teacher training. |
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Cunha , Marcia Borin dahttp://lattes.cnpq.br/3220989633467080Silva, Cirlande Cabral dahttp://lattes.cnpq.br/3405754239635541Malheiro, João Manoel da SilvaJustina, Lourdes Aparecida Dellahttp://lattes.cnpq.br/7845912489380006Fioresi, Claudia Almeidahttp://lattes.cnpq.br/5979131577324186Marques, Glessyan de Quadros2022-06-20T18:42:44Z2022-03-09Marques, Glessyan de Quadros. Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados. 2022. 259 f. Tese( Doutorado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022.https://tede.unioeste.br/handle/tede/6087Problem-Based Learning (PBL) is a contextualized, constructive, and collaborative teaching methodology that focuses on contributing to student education and their autonomous learning, offering support for the development of pedagogical interventions based on the proposition and problem solving in the classroom. In this study, we seek to theorize about the development process of the PBL methodology in the field of initial training of Science/Chemistry teachers. This research, of a qualitative nature, referred to as a case study, was developed with eight undergraduates from a public university, enrolled in a didactic-pedagogical discipline taught remotely by the teacher-researcher. The research was carried out over four stages of intervention based on PBL: firstly, a survey of the undergraduates’ prior knowledge was carried out; secondly, two open problems were proposed to them, one involving the elaboration of scripts for interviews with Basic Education teachers, and another proposing the elaboration of problems in the form of statements and a subsequent substantiated resolution; and, finally, a joint evaluation of the proposal was carried out. Data construction occurred through video-recorded oral speeches and written accounts developed throughout the research stages. Data analysis followed the assumptions of the Grounded Theory proposed by Kathy Charmaz (2009). Our thesis suggests that the teaching and learning process based on PBL in remote teaching carried out with science graduates involves potentialities and limitations. We understand that remote teaching naturally requires the organization of an interactive environment (teacher-students, students-content, student-student) that is more dynamic and flexible and demands greater independence from students in relation to their learning. This more dynamic interaction environment, in which the students need to demonstrate greater independence and autonomy in problem solving, was provided by the PBL methodology. Throughout the process, the undergraduates were encouraged to actively participate in the execution of tasks, in the selection of material for study, in the definition of themes/subjects to be investigated by them in the interviews and in the resolution of substantiated problems. However, we defend that the adoption of PBL in classrooms should not be reduced to a mechanized pedagogical practice disconnected from theoretical assumptions related to teacher training.A Aprendizagem Baseada em Problemas (ABP) é uma metodologia de ensino ativa contextualizada, construtivista e colaborativa que tem como foco contribuir com a formação do estudante e com a sua aprendizagem autônoma, oferecendo subsídios para o desenvolvimento de intervenções pedagógicas fundamentadas na proposição e resolução de problemas em sala de aula. Neste estudo buscamos teorizar sobre o processo de desenvolvimento da metodologia ABP no âmbito da formação inicial de professores de Ciências/Química. Esta investigação, de natureza qualitativa, denominada como estudo de caso, foi desenvolvida com oito licenciandos de uma universidade pública, matriculados em uma disciplina didático-pedagógica ministrada de forma remota pela professora-pesquisadora. A pesquisa ocorreu ao longo de quatro etapas de intervenção fundamentadas em ABP: inicialmente foi desenvolvido um levantamento dos conhecimentos prévios dos licenciandos; em seguida, foram propostos aos licenciandos dois problemas abertos, o primeiro envolvendo a elaboração de roteiros para entrevistas com professores da Educação Básica, e o segundo propondo a elaboração de problemas em forma de enunciado e a posterior resolução fundamentada; e por fim, foi realizada a avaliação conjunta da proposta. A construção dos dados ocorreu por meio de discursos orais videogravados e relatos escritos desenvolvidos ao longo das etapas da pesquisa. A análise dos dados seguiu os pressupostos da Teoria Fundamentada nos Dados proposta por Kathy Charmaz (2009). Nossa tese sugere que o processo de ensino e aprendizagem pautado em ABP no ensino remoto realizado com licenciandos em formação inicial de professores de Ciências envolve potencialidades e limitações. Entendemos que o ensino remoto exige naturalmente a organização de um ambiente de interatividade (professor-alunos, alunos-conteúdos, aluno-aluno) mais dinâmico e flexível e demanda maior independência dos alunos em relação a sua aprendizagem. Esse ambiente de interação mais dinâmico, no qual os alunos precisam demonstrar maior independência e autonomia na resolução de problemas, foi proporcionado pela metodologia ABP. Ao longo do processo os licenciandos foram estimulados a participar ativamente na execução das tarefas, na seleção do material para estudo, na definição dos temas/assuntos a serem investigados por eles nas entrevistas e na resolução de problemas fundamentados. Contudo defendemos que a adoção da ABP nas salas de aula não deve ser reduzida a uma prática pedagógica mecanizada e desvinculada de pressupostos teóricos relativos à formação de professores.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2022-06-20T18:42:44Z No. of bitstreams: 2 Glessyan_ Marques2022.pdf: 3915902 bytes, checksum: 7e28f7c410f2b05727005fbc1c2720dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-06-20T18:42:44Z (GMT). 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dc.title.por.fl_str_mv |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados |
dc.title.alternative.eng.fl_str_mv |
Problem-based learning in the initial training of science teachers: an analysis from grounded theory |
title |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados |
spellingShingle |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados Marques, Glessyan de Quadros Metodologia ativa ABP Teoria Fundamentada nos Dados Formação de Professores Active Methodology PBL Grounded Theory Training of Teachers Educação em ciências e Educação matemática |
title_short |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados |
title_full |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados |
title_fullStr |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados |
title_full_unstemmed |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados |
title_sort |
Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados |
author |
Marques, Glessyan de Quadros |
author_facet |
Marques, Glessyan de Quadros |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha , Marcia Borin da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3220989633467080 |
dc.contributor.referee1.fl_str_mv |
Silva, Cirlande Cabral da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3405754239635541 |
dc.contributor.referee2.fl_str_mv |
Malheiro, João Manoel da Silva |
dc.contributor.referee3.fl_str_mv |
Justina, Lourdes Aparecida Della |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7845912489380006 |
dc.contributor.referee4.fl_str_mv |
Fioresi, Claudia Almeida |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5979131577324186 |
dc.contributor.author.fl_str_mv |
Marques, Glessyan de Quadros |
contributor_str_mv |
Cunha , Marcia Borin da Silva, Cirlande Cabral da Malheiro, João Manoel da Silva Justina, Lourdes Aparecida Della Fioresi, Claudia Almeida |
dc.subject.por.fl_str_mv |
Metodologia ativa ABP Teoria Fundamentada nos Dados Formação de Professores |
topic |
Metodologia ativa ABP Teoria Fundamentada nos Dados Formação de Professores Active Methodology PBL Grounded Theory Training of Teachers Educação em ciências e Educação matemática |
dc.subject.eng.fl_str_mv |
Active Methodology PBL Grounded Theory Training of Teachers |
dc.subject.cnpq.fl_str_mv |
Educação em ciências e Educação matemática |
description |
Problem-Based Learning (PBL) is a contextualized, constructive, and collaborative teaching methodology that focuses on contributing to student education and their autonomous learning, offering support for the development of pedagogical interventions based on the proposition and problem solving in the classroom. In this study, we seek to theorize about the development process of the PBL methodology in the field of initial training of Science/Chemistry teachers. This research, of a qualitative nature, referred to as a case study, was developed with eight undergraduates from a public university, enrolled in a didactic-pedagogical discipline taught remotely by the teacher-researcher. The research was carried out over four stages of intervention based on PBL: firstly, a survey of the undergraduates’ prior knowledge was carried out; secondly, two open problems were proposed to them, one involving the elaboration of scripts for interviews with Basic Education teachers, and another proposing the elaboration of problems in the form of statements and a subsequent substantiated resolution; and, finally, a joint evaluation of the proposal was carried out. Data construction occurred through video-recorded oral speeches and written accounts developed throughout the research stages. Data analysis followed the assumptions of the Grounded Theory proposed by Kathy Charmaz (2009). Our thesis suggests that the teaching and learning process based on PBL in remote teaching carried out with science graduates involves potentialities and limitations. We understand that remote teaching naturally requires the organization of an interactive environment (teacher-students, students-content, student-student) that is more dynamic and flexible and demands greater independence from students in relation to their learning. This more dynamic interaction environment, in which the students need to demonstrate greater independence and autonomy in problem solving, was provided by the PBL methodology. Throughout the process, the undergraduates were encouraged to actively participate in the execution of tasks, in the selection of material for study, in the definition of themes/subjects to be investigated by them in the interviews and in the resolution of substantiated problems. However, we defend that the adoption of PBL in classrooms should not be reduced to a mechanized pedagogical practice disconnected from theoretical assumptions related to teacher training. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-06-20T18:42:44Z |
dc.date.issued.fl_str_mv |
2022-03-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Marques, Glessyan de Quadros. Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados. 2022. 259 f. Tese( Doutorado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6087 |
identifier_str_mv |
Marques, Glessyan de Quadros. Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados. 2022. 259 f. Tese( Doutorado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
url |
https://tede.unioeste.br/handle/tede/6087 |
dc.language.iso.fl_str_mv |
por |
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por |
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600 600 600 |
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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/ |
eu_rights_str_mv |
openAccess |
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Universidade Estadual do Oeste do Paraná Cascavel |
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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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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
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