Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental

Detalhes bibliográficos
Autor(a) principal: LIMA, Maria Valgerlene de Souza
Data de Publicação: 2014
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7455
Resumo: In this work, we investigated how science teachers conceive an approach focused in using problem situations (PS) and how this teaching strategy can assist the teaching-learning process. Throughout the intervention, we conducted a workshop for continuing education on the subject, aiming to help teachers toward a better understanding of what PS is, how to use it in their classes, how to evaluate students when using this teaching strategy and also for the purpose of assisting the teacher when drawing up the PS. Data were collected from the analysis of observations made during the workshop on continuing education, in addition to questionnaires and conducting semi-structured interviews. Eight science teachers who teach in the ninth year public educational system elementary school in Serra Talhada, Pernambuco, participated in the survey. The methodology involved the following stages: identification of teachers' conceptions about PS using questionnaire as research tool; carrying out the continuing education workshop and formulation of a PS by teachers; a questionnaire to evaluate the workshop and finally a semi-structured interview with teachers. The different activities have allowed teachers to reflect and better understand the use of PS as a teaching strategy, as well as some theoretical issues that underlie its use, and has allowed to experience and discuss a methodology of teaching using PS around a given theme in order to build new PS and make them characteristic of the teaching profession. The workshop on continued education and formulation by teachers of two PS under the conditions suggested by the work method showed teachers already acquired different conceptions of those they had before in regard to the approach, and they would use it in their classes, recommending it to other teachers, what demonstrates the effectiveness of this teaching strategy, as the results indicate. The results also show us new possibilities addition to this research, such as providing for a greater number of teachers continuing education, which are offered in a larger time frame support, not only to understand what is an SP and develop, but also to accompany them during the application process such SP, helping them in times of difficulties not to abandon this teaching strategy in the first issue that arises. Other contexts can be investigated using problem situations, both for the construction of concepts, working directly with students or teachers with new formations. In the steps that can be revised and reformulated as the audience that will work.
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spelling SILVA, Suely Alves daCAMPOS, Angela FernandesLIMA, Analice de AlmeidaSOUZA, Sandra Rodrigues dehttp://lattes.cnpq.br/9209642086705442LIMA, Maria Valgerlene de Souza2018-08-24T12:38:27Z2014-05-08LIMA, Maria Valgerlene de Souza. Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental. 2014. 164 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7455In this work, we investigated how science teachers conceive an approach focused in using problem situations (PS) and how this teaching strategy can assist the teaching-learning process. Throughout the intervention, we conducted a workshop for continuing education on the subject, aiming to help teachers toward a better understanding of what PS is, how to use it in their classes, how to evaluate students when using this teaching strategy and also for the purpose of assisting the teacher when drawing up the PS. Data were collected from the analysis of observations made during the workshop on continuing education, in addition to questionnaires and conducting semi-structured interviews. Eight science teachers who teach in the ninth year public educational system elementary school in Serra Talhada, Pernambuco, participated in the survey. The methodology involved the following stages: identification of teachers' conceptions about PS using questionnaire as research tool; carrying out the continuing education workshop and formulation of a PS by teachers; a questionnaire to evaluate the workshop and finally a semi-structured interview with teachers. The different activities have allowed teachers to reflect and better understand the use of PS as a teaching strategy, as well as some theoretical issues that underlie its use, and has allowed to experience and discuss a methodology of teaching using PS around a given theme in order to build new PS and make them characteristic of the teaching profession. The workshop on continued education and formulation by teachers of two PS under the conditions suggested by the work method showed teachers already acquired different conceptions of those they had before in regard to the approach, and they would use it in their classes, recommending it to other teachers, what demonstrates the effectiveness of this teaching strategy, as the results indicate. The results also show us new possibilities addition to this research, such as providing for a greater number of teachers continuing education, which are offered in a larger time frame support, not only to understand what is an SP and develop, but also to accompany them during the application process such SP, helping them in times of difficulties not to abandon this teaching strategy in the first issue that arises. Other contexts can be investigated using problem situations, both for the construction of concepts, working directly with students or teachers with new formations. In the steps that can be revised and reformulated as the audience that will work.Este trabalho investigou como professores de ciências concebem a abordagem centrada no uso de situações-problema (SP) e como esta estratégia didática pode auxiliar no processo de ensino-aprendizagem. Durante a intervenção, foi realizada uma oficina de formação continuada sobre o tema, visando auxiliar os docentes na direção de um melhor entendimento do que é SP, como aplicá-la em sala de aula, como avaliar os alunos quando utilizar esta estratégia didática e também com o propósito de dar assistência ao professor no momento da elaboração da SP. Os dados foram coletados a partir da análise das observações feitas durante a oficina de formação continuada, da aplicação de questionários e da realização de entrevista semiestruturada. Participaram da pesquisa oito professores de ciências do nono ano do Ensino Fundamental da rede pública do estado de Pernambuco, de escolas da cidade de Serra Talhada - PE. A metodologia envolveu as seguintes etapas: levantamento das concepções dos professores sobre SP utilizando questionário como instrumento de pesquisa; realização de oficina de formação continuada, e elaboração de uma SP pelos docentes; questionário de avaliação da oficina e por fim uma entrevista semiestruturada com os docentes. As diferentes atividades realizadas permitiram aos docentes uma reflexão e melhor compreensão do uso de SP como estratégia didática, bem como de alguns aportes teóricos que fundamentam a abordagem de uso daquelas, além de ter permitido vivenciar e discutir uma metodologia de ensino por SP em torno de uma determinada temática, visando à construção de novas SP para que se tornem estas inerentes ao ofício docente. A realização da oficina de formação continuada, e a elaboração pelos docentes de duas SP mediante as condições sugeridas pelo método do trabalho com SP, mostrou que os docentes já apresentam concepções diferenciadas do que tinha antes com relação a SP, e que a utilizariam em suas aulas, indicando para outros docentes, o que demonstra a eficácia desta estratégia didática, conforme sinalizam os resultados obtidos. Os resultados encontrados ainda nos mostram novas possibilidades de acréscimo para a presente pesquisa, tais como proporcionar para um número maior de docentes formações continuadas, onde sejam oferecidas em um espaço maior de tempo de apoio, não somente para entender o que é uma SP e como elaborar, como também para acompanhá-los durante o processo de aplicação de tais SP, auxiliando-os nos momentos de dificuldades para que não abandonem esta estratégia didática no primeiro problema que surgir. Outros contextos podem ser investigados utilizando situações-problema, tanto para a construção de conceitos, trabalhando diretamente com alunos, ou para novas formações com docentes. Em que as etapas podem ser revisadas e reformuladas, conforme o público que irá se trabalhar.Submitted by Mario BC (mario@bc.ufrpe.br) on 2018-08-24T12:38:27Z No. of bitstreams: 1 Maria Valgerlene de Souza Lima.pdf: 4577699 bytes, checksum: 94fe05c1077a1d247110f4808050dee7 (MD5)Made available in DSpace on 2018-08-24T12:38:27Z (GMT). No. of bitstreams: 1 Maria Valgerlene de Souza Lima.pdf: 4577699 bytes, checksum: 94fe05c1077a1d247110f4808050dee7 (MD5) Previous issue date: 2014-05-08application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino das CiênciasUFRPEBrasilDepartamento de EducaçãoSituações-problemaEnsino de ciênciasEnsino-aprendizagemEnsino fundamentalCIENCIAS HUMANAS::EDUCACAOSituações-problema : uma estratégia didática para o ensino de ciências no nível fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6099596823942813476006006007124334461228751377-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALMaria Valgerlene de Souza Lima.pdfMaria Valgerlene de Souza Lima.pdfapplication/pdf4577699http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/7455/2/Maria+Valgerlene+de+Souza+Lima.pdf94fe05c1077a1d247110f4808050dee7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/7455/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/74552018-08-24 09:38:27.128oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:35:41.870601Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false
dc.title.por.fl_str_mv Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
title Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
spellingShingle Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
LIMA, Maria Valgerlene de Souza
Situações-problema
Ensino de ciências
Ensino-aprendizagem
Ensino fundamental
CIENCIAS HUMANAS::EDUCACAO
title_short Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
title_full Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
title_fullStr Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
title_full_unstemmed Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
title_sort Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental
author LIMA, Maria Valgerlene de Souza
author_facet LIMA, Maria Valgerlene de Souza
author_role author
dc.contributor.advisor1.fl_str_mv SILVA, Suely Alves da
dc.contributor.referee1.fl_str_mv CAMPOS, Angela Fernandes
dc.contributor.referee2.fl_str_mv LIMA, Analice de Almeida
dc.contributor.referee3.fl_str_mv SOUZA, Sandra Rodrigues de
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/9209642086705442
dc.contributor.author.fl_str_mv LIMA, Maria Valgerlene de Souza
contributor_str_mv SILVA, Suely Alves da
CAMPOS, Angela Fernandes
LIMA, Analice de Almeida
SOUZA, Sandra Rodrigues de
dc.subject.por.fl_str_mv Situações-problema
Ensino de ciências
Ensino-aprendizagem
Ensino fundamental
topic Situações-problema
Ensino de ciências
Ensino-aprendizagem
Ensino fundamental
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description In this work, we investigated how science teachers conceive an approach focused in using problem situations (PS) and how this teaching strategy can assist the teaching-learning process. Throughout the intervention, we conducted a workshop for continuing education on the subject, aiming to help teachers toward a better understanding of what PS is, how to use it in their classes, how to evaluate students when using this teaching strategy and also for the purpose of assisting the teacher when drawing up the PS. Data were collected from the analysis of observations made during the workshop on continuing education, in addition to questionnaires and conducting semi-structured interviews. Eight science teachers who teach in the ninth year public educational system elementary school in Serra Talhada, Pernambuco, participated in the survey. The methodology involved the following stages: identification of teachers' conceptions about PS using questionnaire as research tool; carrying out the continuing education workshop and formulation of a PS by teachers; a questionnaire to evaluate the workshop and finally a semi-structured interview with teachers. The different activities have allowed teachers to reflect and better understand the use of PS as a teaching strategy, as well as some theoretical issues that underlie its use, and has allowed to experience and discuss a methodology of teaching using PS around a given theme in order to build new PS and make them characteristic of the teaching profession. The workshop on continued education and formulation by teachers of two PS under the conditions suggested by the work method showed teachers already acquired different conceptions of those they had before in regard to the approach, and they would use it in their classes, recommending it to other teachers, what demonstrates the effectiveness of this teaching strategy, as the results indicate. The results also show us new possibilities addition to this research, such as providing for a greater number of teachers continuing education, which are offered in a larger time frame support, not only to understand what is an SP and develop, but also to accompany them during the application process such SP, helping them in times of difficulties not to abandon this teaching strategy in the first issue that arises. Other contexts can be investigated using problem situations, both for the construction of concepts, working directly with students or teachers with new formations. In the steps that can be revised and reformulated as the audience that will work.
publishDate 2014
dc.date.issued.fl_str_mv 2014-05-08
dc.date.accessioned.fl_str_mv 2018-08-24T12:38:27Z
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dc.identifier.citation.fl_str_mv LIMA, Maria Valgerlene de Souza. Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental. 2014. 164 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.
dc.identifier.uri.fl_str_mv http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7455
identifier_str_mv LIMA, Maria Valgerlene de Souza. Situações-problema : uma estratégia didática para o ensino de ciências no nível fundamental. 2014. 164 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.
url http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7455
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