Dimensions of scientific literacy in the teaching practice of a teachers' group

Detalhes bibliográficos
Autor(a) principal: Cogo, Thaís Cristina
Data de Publicação: 2021
Outros Autores: Leite, Rosana Franzen
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/13113
Resumo: This current paper explores the teachers' reflections and ideas of the early years of an elementary school in Paraná state about their pedagogical practices in science teaching. The considerations here intend to describe and analyze scientific literacy (SL) aspects that are currently introduced in elementary school teachers' reports about teaching work and the relationship with science teaching. The data were acquired from semi-structured interviews in which constituted a report for each interviewed teacher. The reports were analyzed based on Lauren Bardin's Content Analysis, in particular the thematic analysis. Our results allowed us to reveal specific aspects from the pedagogical practices of the social actors involved, and also to analyze the school and the teachers understanding regarding the Natural Science area, besides demonstrating that the teachers show difficulties with scientific mediation turned to the area of the science, and consequently in the principles of understanding SL. Finally, we believe that the analysis of teachers' representations allows us to know the school needs within science education.
id UTFPR-13_4d4f2b9cfe8578751bf73fef64d10d3c
oai_identifier_str oai:periodicos.utfpr:article/13113
network_acronym_str UTFPR-13
network_name_str Actio (Curitiba)
repository_id_str
spelling Dimensions of scientific literacy in the teaching practice of a teachers' groupDimensões da alfabetização científica na prática docente de um grupo de professoresEducaçãoScientific Literacy; Science Teaching; Elementary SchoolAlfabetização Científica; Ensino de Ciências; Ensino FundamentalThis current paper explores the teachers' reflections and ideas of the early years of an elementary school in Paraná state about their pedagogical practices in science teaching. The considerations here intend to describe and analyze scientific literacy (SL) aspects that are currently introduced in elementary school teachers' reports about teaching work and the relationship with science teaching. The data were acquired from semi-structured interviews in which constituted a report for each interviewed teacher. The reports were analyzed based on Lauren Bardin's Content Analysis, in particular the thematic analysis. Our results allowed us to reveal specific aspects from the pedagogical practices of the social actors involved, and also to analyze the school and the teachers understanding regarding the Natural Science area, besides demonstrating that the teachers show difficulties with scientific mediation turned to the area of the science, and consequently in the principles of understanding SL. Finally, we believe that the analysis of teachers' representations allows us to know the school needs within science education.O presente artigo tem como objetivo explorar as reflexões e ideias dos professores dos anos iniciais do Ensino Fundamental em uma escola do estado do Paraná, acerca de suas práticas pedagógicas no ensino de ciências. Nossas considerações buscam descrever e analisar os aspectos da Alfabetização Científica (AC), presentes nas narrativas de professoras de ensino fundamental sobre o trabalho docente e a relação com o ensino de ciências. Os dados foram obtidos por meio de entrevistas semiestruturadas que se constituíram em narrativas individuais. As narrativas foram analisadas com base na Análise de Conteúdo de Laurence Bardin, em especial a análise temática. Nossos resultados nos permitiram revelar aspectos específicos das práticas pedagógicas dos atores sociais envolvidos, e também analisar a compreensão da escola e dos docentes referente à área das Ciências Naturais. Além de observar que as professoras apresentam dificuldades com a mediação dos conhecimentos científicos voltados a área das ciências, e consequentemente em compreender os princípios da AC. Por fim, acreditamos que a análise das representações dos professores nos permite conhecer as necessidades escolares dentro do ensino de ciências.Universidade Tecnológica Federal do Paraná (UTFPR)Cogo, Thaís CristinaLeite, Rosana Franzen2021-04-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de Revisãoapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1311310.3895/actio.v6n1.13113ACTIO: Teaching in Sciences; v. 6, n. 1 (2021); 1-21ACTIO: Docência em Ciências; v. 6, n. 1 (2021); 1-212525-892310.3895/actio.v6n1reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRenghttps://periodicos.utfpr.edu.br/actio/article/view/13113/8335https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/13113/1975Direitos autorais 2021 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:38:28Zoai:periodicos.utfpr:article/13113Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:38:28Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Dimensions of scientific literacy in the teaching practice of a teachers' group
Dimensões da alfabetização científica na prática docente de um grupo de professores
title Dimensions of scientific literacy in the teaching practice of a teachers' group
spellingShingle Dimensions of scientific literacy in the teaching practice of a teachers' group
Cogo, Thaís Cristina
Educação
Scientific Literacy; Science Teaching; Elementary School
Alfabetização Científica; Ensino de Ciências; Ensino Fundamental
title_short Dimensions of scientific literacy in the teaching practice of a teachers' group
title_full Dimensions of scientific literacy in the teaching practice of a teachers' group
title_fullStr Dimensions of scientific literacy in the teaching practice of a teachers' group
title_full_unstemmed Dimensions of scientific literacy in the teaching practice of a teachers' group
title_sort Dimensions of scientific literacy in the teaching practice of a teachers' group
author Cogo, Thaís Cristina
author_facet Cogo, Thaís Cristina
Leite, Rosana Franzen
author_role author
author2 Leite, Rosana Franzen
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Cogo, Thaís Cristina
Leite, Rosana Franzen
dc.subject.por.fl_str_mv Educação
Scientific Literacy; Science Teaching; Elementary School
Alfabetização Científica; Ensino de Ciências; Ensino Fundamental
topic Educação
Scientific Literacy; Science Teaching; Elementary School
Alfabetização Científica; Ensino de Ciências; Ensino Fundamental
description This current paper explores the teachers' reflections and ideas of the early years of an elementary school in Paraná state about their pedagogical practices in science teaching. The considerations here intend to describe and analyze scientific literacy (SL) aspects that are currently introduced in elementary school teachers' reports about teaching work and the relationship with science teaching. The data were acquired from semi-structured interviews in which constituted a report for each interviewed teacher. The reports were analyzed based on Lauren Bardin's Content Analysis, in particular the thematic analysis. Our results allowed us to reveal specific aspects from the pedagogical practices of the social actors involved, and also to analyze the school and the teachers understanding regarding the Natural Science area, besides demonstrating that the teachers show difficulties with scientific mediation turned to the area of the science, and consequently in the principles of understanding SL. Finally, we believe that the analysis of teachers' representations allows us to know the school needs within science education.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-23
dc.type.none.fl_str_mv


dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares, Artigos Originais, Artigos de Revisão
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/13113
10.3895/actio.v6n1.13113
url https://periodicos.utfpr.edu.br/actio/article/view/13113
identifier_str_mv 10.3895/actio.v6n1.13113
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/13113/8335
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/13113/1975
dc.rights.driver.fl_str_mv Direitos autorais 2021 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2021 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 6, n. 1 (2021); 1-21
ACTIO: Docência em Ciências; v. 6, n. 1 (2021); 1-21
2525-8923
10.3895/actio.v6n1
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
_version_ 1797239983266856960

Registros relacionados