Dimensions of scientific literacy in the teaching practice of a teachers' group
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | |
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 |