Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/4395 |
Resumo: | The theme of Scientific Divulgation (SD) becomes relevant in the face of the fact that the divulgation of advances in science and technology have given people the opportunity to learn about different areas of science. Many of the papers on SD are directed to the education in non-formal spaces, but the SD has also been used as a resource in science classes. Thereby, considering the SD as a tool to discuss Science in school, it is important that during the initial teacher's formation, this subject be explored in disciplines, projects, internship and others. One of the stages in the academic formation is the supervised internship, being this a moment in which the academic can experience the teaching practice. It’s in the supervised internship that, in some courses, the academics develop a Project of Didactic Action (PDA), whose purpose is to organize didactic activities to be experienced in classroom. In view of this context, this research sought to investigate whether academics of the Licentiate Chemistry course of a public university in the state of Paraná used SD in proposing their projects and if, after graduating, they continued to insert activities with SD in their classes. To conduct this research, the qualitative research approach was used, identifying the purposes of teaching SD in the PDAs and, later, interviews were conducted with the authors of the PDAs selected in the first stage. The time cut for this analysis was based on the projects elaborated in the years of 2014, 2015 and 2016. For the interviews analysis, some assumptions of the discourse analysis, proposed by Orlandi (2009, 2012), were used. Given the results, it was observed that, of all interviewees (6), only one showed greater knowledge about the subject, also being part of the pedagogical practice of this teacher. A series of limits and possibilities for the use of SD in classroom was also raised. Facing the limitations and possibilities, some "ways" are indicated so that SD can be part of chemistry teachers formation, such as: reading texts of scientific divulgation throughout all the formation process; inclusion of outside university activities; conducting practical activities using SD; proposition of readings and discussion of books that disseminate science throughout the course; elaboration of science dissemination texts by the academics, among others. |
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Cunha , Marcia Borin dahttp://lattes.cnpq.br/3220989633467080Lima, Guilherme da Silvahttp://lattes.cnpq.br/0385668341216405Justina , Lourdes Aparecida Dellahttp://lattes.cnpq.br/7845912489380006Strieder , Dulce Mariahttp://lattes.cnpq.br/4981747301070724http://lattes.cnpq.br/8903131923462416Vieira, Alethéa Cristina2019-06-27T18:23:49Z2019-03-13VIEIRA, Alethéa Cristina. Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química. 2019. 149 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019.http://tede.unioeste.br/handle/tede/4395The theme of Scientific Divulgation (SD) becomes relevant in the face of the fact that the divulgation of advances in science and technology have given people the opportunity to learn about different areas of science. Many of the papers on SD are directed to the education in non-formal spaces, but the SD has also been used as a resource in science classes. Thereby, considering the SD as a tool to discuss Science in school, it is important that during the initial teacher's formation, this subject be explored in disciplines, projects, internship and others. One of the stages in the academic formation is the supervised internship, being this a moment in which the academic can experience the teaching practice. It’s in the supervised internship that, in some courses, the academics develop a Project of Didactic Action (PDA), whose purpose is to organize didactic activities to be experienced in classroom. In view of this context, this research sought to investigate whether academics of the Licentiate Chemistry course of a public university in the state of Paraná used SD in proposing their projects and if, after graduating, they continued to insert activities with SD in their classes. To conduct this research, the qualitative research approach was used, identifying the purposes of teaching SD in the PDAs and, later, interviews were conducted with the authors of the PDAs selected in the first stage. The time cut for this analysis was based on the projects elaborated in the years of 2014, 2015 and 2016. For the interviews analysis, some assumptions of the discourse analysis, proposed by Orlandi (2009, 2012), were used. Given the results, it was observed that, of all interviewees (6), only one showed greater knowledge about the subject, also being part of the pedagogical practice of this teacher. A series of limits and possibilities for the use of SD in classroom was also raised. Facing the limitations and possibilities, some "ways" are indicated so that SD can be part of chemistry teachers formation, such as: reading texts of scientific divulgation throughout all the formation process; inclusion of outside university activities; conducting practical activities using SD; proposition of readings and discussion of books that disseminate science throughout the course; elaboration of science dissemination texts by the academics, among others.O tema Divulgação Científica (DC) se torna relevante diante do fato de que a divulgação dos avanços da ciência e da tecnologia têm dado oportunidade às pessoas de se informarem sobre diversas áreas da Ciência. Muitos dos trabalhos sobre DC estão voltados para a educação em espaços não formais, mas a DC também tem sido usada como recurso em aulas de Ciências. Assim, considerando a DC como uma ferramenta para discutir Ciências na escola, é importante que, durante a formação inicial de professores, esse tema seja explorado em disciplinas, projetos, estágios e outros. Um dos espaços na formação acadêmica é o estágio supervisionado, sendo este um momento em que o acadêmico pode vivenciar a prática docente. É no estágio supervisionado que, em alguns cursos, os acadêmicos desenvolvem um Projeto de Ação Didática (PAD), que tem como finalidade organizar atividades didáticas para serem experenciadas na sala de aula. Diante desse contexto, esta pesquisa procurou investigar se acadêmicos do curso de Química Licenciatura de uma universidade pública do estado do Paraná utilizaram a DC na proposição de seus projetos e se, depois de formados, estes ainda continuaram a inserir atividades com a DC em suas aulas. Para conduzir esta investigação, utilizou-se a abordagem de pesquisa qualitativa, identificando os propósitos de ensino de DC nos PADs e, posteriormente, realizaram-se entrevistas com os autores dos PADs selecionados na primeira etapa. O recorte temporal para esta análise foi baseada nos projetos elaborados nos anos de 2014, 2015 e 2016. Para análise das entrevistas, foram utilizados alguns pressupostos da análise de discurso, proposta por Orlandi (2009, 2012). Diante dos resultados, observou-se que, de todos os entrevistados (6), apenas uma demonstrou maior conhecimento sobre o tema, fazendo também parte da prática pedagógica desta professora. Levantou-se, ainda, uma série de limites e possibilidades para a utilização da DC em sala de aula. Diante das limitações e possibilidades, indicam-se alguns “caminhos” para que a DC possa fazer parte da formação de professores de Química, como: leitura de textos de divulgação científica durante todo o processo de formação; inclusão de atividades externas à universidade; realização de atividades práticas com o uso da DC; proposição de leituras e discussão de livros que divulgam a ciência durante todo o curso; elaboração de textos de divulgação da ciência por parte dos acadêmicos, dentre outros.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2019-06-27T18:23:49Z No. of bitstreams: 2 Alethea_Vieira_2019.pdf: 1437285 bytes, checksum: 0812ad947a92995c98557a99896338cd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-06-27T18:23:49Z (GMT). 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dc.title.por.fl_str_mv |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química |
dc.title.alternative.eng.fl_str_mv |
Scientific Divulgation: possibilities of inclusion in the pedagogical practice of Chemistry teachers |
title |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química |
spellingShingle |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química Vieira, Alethéa Cristina Ensino de Química Divulgação da ciência Formação de professores Estágio supervisionado Chemistry Teaching Dissemination of science Teacher’s formation Supervised internship CIENCIAS HUMANAS::EDUCACAO |
title_short |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química |
title_full |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química |
title_fullStr |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química |
title_full_unstemmed |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química |
title_sort |
Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química |
author |
Vieira, Alethéa Cristina |
author_facet |
Vieira, Alethéa Cristina |
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 |
Lima, Guilherme da Silva |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0385668341216405 |
dc.contributor.referee2.fl_str_mv |
Justina , Lourdes Aparecida Della |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7845912489380006 |
dc.contributor.referee3.fl_str_mv |
Strieder , Dulce Maria |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4981747301070724 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8903131923462416 |
dc.contributor.author.fl_str_mv |
Vieira, Alethéa Cristina |
contributor_str_mv |
Cunha , Marcia Borin da Lima, Guilherme da Silva Justina , Lourdes Aparecida Della Strieder , Dulce Maria |
dc.subject.por.fl_str_mv |
Ensino de Química Divulgação da ciência Formação de professores Estágio supervisionado |
topic |
Ensino de Química Divulgação da ciência Formação de professores Estágio supervisionado Chemistry Teaching Dissemination of science Teacher’s formation Supervised internship CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Chemistry Teaching Dissemination of science Teacher’s formation Supervised internship |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The theme of Scientific Divulgation (SD) becomes relevant in the face of the fact that the divulgation of advances in science and technology have given people the opportunity to learn about different areas of science. Many of the papers on SD are directed to the education in non-formal spaces, but the SD has also been used as a resource in science classes. Thereby, considering the SD as a tool to discuss Science in school, it is important that during the initial teacher's formation, this subject be explored in disciplines, projects, internship and others. One of the stages in the academic formation is the supervised internship, being this a moment in which the academic can experience the teaching practice. It’s in the supervised internship that, in some courses, the academics develop a Project of Didactic Action (PDA), whose purpose is to organize didactic activities to be experienced in classroom. In view of this context, this research sought to investigate whether academics of the Licentiate Chemistry course of a public university in the state of Paraná used SD in proposing their projects and if, after graduating, they continued to insert activities with SD in their classes. To conduct this research, the qualitative research approach was used, identifying the purposes of teaching SD in the PDAs and, later, interviews were conducted with the authors of the PDAs selected in the first stage. The time cut for this analysis was based on the projects elaborated in the years of 2014, 2015 and 2016. For the interviews analysis, some assumptions of the discourse analysis, proposed by Orlandi (2009, 2012), were used. Given the results, it was observed that, of all interviewees (6), only one showed greater knowledge about the subject, also being part of the pedagogical practice of this teacher. A series of limits and possibilities for the use of SD in classroom was also raised. Facing the limitations and possibilities, some "ways" are indicated so that SD can be part of chemistry teachers formation, such as: reading texts of scientific divulgation throughout all the formation process; inclusion of outside university activities; conducting practical activities using SD; proposition of readings and discussion of books that disseminate science throughout the course; elaboration of science dissemination texts by the academics, among others. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-06-27T18:23:49Z |
dc.date.issued.fl_str_mv |
2019-03-13 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
VIEIRA, Alethéa Cristina. Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química. 2019. 149 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4395 |
identifier_str_mv |
VIEIRA, Alethéa Cristina. Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química. 2019. 149 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
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http://tede.unioeste.br/handle/tede/4395 |
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Universidade Estadual do Oeste do Paraná Cascavel |
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