O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/tede2/9210 |
Resumo: | Both the guiding documents of Brazilian Education and research in the area of Science teaching have pointed to the need for science classes to take on a different dynamic from that imposed by the traditional approach, based on the proposal for sharing knowledge between subjects , both teacher and student, based on work with investigative activities. That being said, this study analyzed the impacts of Science Education through Research in its relationship with the Teaching process for the initial training of teachers as its general objective. To this end, a qualitative research was carried out both with instructors and students taking a Biological Sciences Degree course, offered by a federal public university. The analysis of the official documents of the aforementioned course, the conduction of a questionnaire was carried out with the undergraduate students, the conduction of semi-structured interviews with teachers, in addition to the production of several materials (brainstorming and conceptual maps) during a Discussion Workshop with graduates were done seeking to obtain the data. As a device for data analysis, Discourse Analysis was chosen. It was found that the conception that the didactic approach of Teaching by Investigation circulates among the researched subjects and represents an important way to overcome the dogmatic-transmissive approach, still very present in higher education. However, the obtained results suggest that only a few elements of this approach are found in the teaching of instructors surveyed in this study. These teachers, though recognizing the potential and the achievement of the educational objectives observed when working with investigative activities, do not assume the full use of the approach. It was also found that the approach / appropriation with some of the elements / principles that characterize the didactic approach to Teaching by Research has favored the consolidation of a professional profile marked by the teaching practice, adopting an investigative perspective. Based on what has been built, it is suggested that future studies follow paths that help to strengthen the discussions around the implementation of the didactic approach to Teaching by Research in the context of the initial training of Biology teachers, so that necessary conditions for promoting professional teacher training can be promoted. Also, we acknowledge the need that such thoughts must also be offered among teachers that work with Elementary Education in order to contribute to a critical and autonomous Education more effectively, and, above all, with the promotion of Cientific Literacy. |
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SALVADOR, Maria Aparecida TenórioFARIAS, Carmen Roselaine de OliveiraSILVEIRA, Luiz Gustavo Francohttp://lattes.cnpq.br/7253138615884001COSTA, David Gadelha2023-07-11T17:10:57Z2020-12-15COSTA, David Gadelha. O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores. 2020. 153 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9210Both the guiding documents of Brazilian Education and research in the area of Science teaching have pointed to the need for science classes to take on a different dynamic from that imposed by the traditional approach, based on the proposal for sharing knowledge between subjects , both teacher and student, based on work with investigative activities. That being said, this study analyzed the impacts of Science Education through Research in its relationship with the Teaching process for the initial training of teachers as its general objective. To this end, a qualitative research was carried out both with instructors and students taking a Biological Sciences Degree course, offered by a federal public university. The analysis of the official documents of the aforementioned course, the conduction of a questionnaire was carried out with the undergraduate students, the conduction of semi-structured interviews with teachers, in addition to the production of several materials (brainstorming and conceptual maps) during a Discussion Workshop with graduates were done seeking to obtain the data. As a device for data analysis, Discourse Analysis was chosen. It was found that the conception that the didactic approach of Teaching by Investigation circulates among the researched subjects and represents an important way to overcome the dogmatic-transmissive approach, still very present in higher education. However, the obtained results suggest that only a few elements of this approach are found in the teaching of instructors surveyed in this study. These teachers, though recognizing the potential and the achievement of the educational objectives observed when working with investigative activities, do not assume the full use of the approach. It was also found that the approach / appropriation with some of the elements / principles that characterize the didactic approach to Teaching by Research has favored the consolidation of a professional profile marked by the teaching practice, adopting an investigative perspective. Based on what has been built, it is suggested that future studies follow paths that help to strengthen the discussions around the implementation of the didactic approach to Teaching by Research in the context of the initial training of Biology teachers, so that necessary conditions for promoting professional teacher training can be promoted. Also, we acknowledge the need that such thoughts must also be offered among teachers that work with Elementary Education in order to contribute to a critical and autonomous Education more effectively, and, above all, with the promotion of Cientific Literacy.Tanto os documentos norteadores da educação nacional quanto as pesquisas na área de ensino de ciências têm apontado para a necessidade de que as aulas de ciências possam assumir uma dinâmica diferente da imposta pelo enfoque tradicional, pautando-se na proposta de compartilhamento do conhecimento entre os sujeitos, professor e estudante, a partir do trabalho com atividades de cunho investigativo. Diante disso, o presente estudo teve como objetivo geral: analisar os impactos do Ensino de Ciências por Investigação em sua relação com o processo de Ensinagem para a formação inicial de professores. Para tanto, foi realizada uma pesquisa de natureza qualitativa com docentes e discentes do curso de Licenciatura em Ciências Biológicas ofertado por uma universidade pública federal. Visando ao alcance dos objetivos, foram empreendidas: análise aos documentos oficiais do curso supracitado, aplicação de questionário com os licenciandos, realização de entrevistas semiestruturadas com docentes, além da produção de materiais diversos (nuvem de palavras e mapa conceitual) durante uma Oficina de Discussão com licenciandos. Como dispositivo de análise dos dados, fez-se opção pela Análise do Discurso. Verificou-se que circula entre os sujeitos pesquisados a concepção de que a abordagem didática do Ensino por Investigação representa um importante caminho para a superação do enfoque dogmático-transmissivo, ainda bastante presente no ensino superior. Entretanto, os resultados obtidos sugerem que são encontrados apenas alguns elementos da referida abordagem entre as práticas dos professores formadores pesquisados. Estes docentes apesar de reconhecerem as potencialidades e o alcance dos objetivos educacionais observados diante do trabalho com atividades investigativas, não assumem a utilização da abordagem de forma integral. Verificou-se, ainda, que a aproximação/apropriação com alguns dos elementos/princípios que caracterizam a abordagem didática do Ensino por Investigação tem favorecido a consolidação de um perfil profissional marcado pelo exercício da docência adotando uma perspectiva investigativa. A partir do que fora construído, sugerese que futuros estudos trilhem caminhos que auxiliem no fortalecimento das discussões em torno da implementação da abordagem didática do Ensino por Investigação no âmbito da formação inicial de professores de biologia, a fim de que possam ser promovidas as condições necessárias para o favorecimento da formação profissional docente. Bem como, reconhece-se a necessidade de que tais reflexões devam também ser oportunizadas entre os docentes que atuam na Educação Básica, para que possam contribuir mais efetivamente com a formação cidadã crítica e autônoma e, sobretudo, com a promoção da Alfabetização Científica.Submitted by Mario BC (mario@bc.ufrpe.br) on 2023-07-11T17:10:57Z No. of bitstreams: 1 David Gadelha da Costa.pdf: 1589561 bytes, checksum: 95a931c876e9ce4341140f5e50f21504 (MD5)Made available in DSpace on 2023-07-11T17:10:57Z (GMT). No. of bitstreams: 1 David Gadelha da Costa.pdf: 1589561 bytes, checksum: 95a931c876e9ce4341140f5e50f21504 (MD5) Previous issue date: 2020-12-15application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino das CiênciasUFRPEBrasilDepartamento de EducaçãoEnsino de ciênciasFormação de professoresEnsino por investigaçãoCIENCIAS HUMANAS::EDUCACAOO ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professoresinfo: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:UFRPEORIGINALDavid Gadelha da Costa.pdfDavid Gadelha da Costa.pdfapplication/pdf1589561http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9210/2/David+Gadelha+da+Costa.pdf95a931c876e9ce4341140f5e50f21504MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9210/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/92102023-07-11 14:10:57.512oai: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:2024-05-28T12:37:58.850449Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores |
title |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores |
spellingShingle |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores COSTA, David Gadelha Ensino de ciências Formação de professores Ensino por investigação CIENCIAS HUMANAS::EDUCACAO |
title_short |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores |
title_full |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores |
title_fullStr |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores |
title_full_unstemmed |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores |
title_sort |
O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores |
author |
COSTA, David Gadelha |
author_facet |
COSTA, David Gadelha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
SALVADOR, Maria Aparecida Tenório |
dc.contributor.referee1.fl_str_mv |
FARIAS, Carmen Roselaine de Oliveira |
dc.contributor.referee2.fl_str_mv |
SILVEIRA, Luiz Gustavo Franco |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7253138615884001 |
dc.contributor.author.fl_str_mv |
COSTA, David Gadelha |
contributor_str_mv |
SALVADOR, Maria Aparecida Tenório FARIAS, Carmen Roselaine de Oliveira SILVEIRA, Luiz Gustavo Franco |
dc.subject.por.fl_str_mv |
Ensino de ciências Formação de professores Ensino por investigação |
topic |
Ensino de ciências Formação de professores Ensino por investigação CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Both the guiding documents of Brazilian Education and research in the area of Science teaching have pointed to the need for science classes to take on a different dynamic from that imposed by the traditional approach, based on the proposal for sharing knowledge between subjects , both teacher and student, based on work with investigative activities. That being said, this study analyzed the impacts of Science Education through Research in its relationship with the Teaching process for the initial training of teachers as its general objective. To this end, a qualitative research was carried out both with instructors and students taking a Biological Sciences Degree course, offered by a federal public university. The analysis of the official documents of the aforementioned course, the conduction of a questionnaire was carried out with the undergraduate students, the conduction of semi-structured interviews with teachers, in addition to the production of several materials (brainstorming and conceptual maps) during a Discussion Workshop with graduates were done seeking to obtain the data. As a device for data analysis, Discourse Analysis was chosen. It was found that the conception that the didactic approach of Teaching by Investigation circulates among the researched subjects and represents an important way to overcome the dogmatic-transmissive approach, still very present in higher education. However, the obtained results suggest that only a few elements of this approach are found in the teaching of instructors surveyed in this study. These teachers, though recognizing the potential and the achievement of the educational objectives observed when working with investigative activities, do not assume the full use of the approach. It was also found that the approach / appropriation with some of the elements / principles that characterize the didactic approach to Teaching by Research has favored the consolidation of a professional profile marked by the teaching practice, adopting an investigative perspective. Based on what has been built, it is suggested that future studies follow paths that help to strengthen the discussions around the implementation of the didactic approach to Teaching by Research in the context of the initial training of Biology teachers, so that necessary conditions for promoting professional teacher training can be promoted. Also, we acknowledge the need that such thoughts must also be offered among teachers that work with Elementary Education in order to contribute to a critical and autonomous Education more effectively, and, above all, with the promotion of Cientific Literacy. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-15 |
dc.date.accessioned.fl_str_mv |
2023-07-11T17:10:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
COSTA, David Gadelha. O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores. 2020. 153 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/tede2/9210 |
identifier_str_mv |
COSTA, David Gadelha. O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores. 2020. 153 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
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http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9210 |
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