Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students

Detalhes bibliográficos
Autor(a) principal: Nóbrega, Lorrana Nara Naves
Data de Publicação: 2022
Outros Autores: Nobre-da-Silva, Nara Alinne, Benite, Claudio Roberto Machado
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/15412
Resumo: Considering the chemistry´s teacher needs by a multidimensional formation for specialized educational services to giftedness students, we aim in this study to discuss theoretical assumptions that teachers can promote teaching strategies that enhance the learning of this special education public. The investigation is anchored in the perspective of the Participant Research, carried out in a collaboration between the University and the Nucleus of Activities in Giftedness of Goiás. Semi-structured interviews were carried out with a teacher from the NAAH/S – GO, which, after being transcribed, were analyzed using Content Analysis. Our results were structured around three axes: The first one, on how teachers could initiate specialized educational services by diagnostically evaluating the interests, aptitudes, creative and cognitive abilities of the student's giftedness in the teaching of Chemistry. Then, understanding the special educational needs of this student in the teaching of Chemistry, and finally, discussing the contribution of investigative experimental activities in the mediated action with this audience. Our results showed that considering the special educational needs of student's giftedness, investigative experimentation proved to be a teaching strategy favorable to specialized care in an inclusive education perspective.
id UTFPR-13_f2d73b5f463898f6793d6b8da337d15d
oai_identifier_str oai:periodicos.utfpr:article/15412
network_acronym_str UTFPR-13
network_name_str Actio (Curitiba)
repository_id_str
spelling Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness studentsInterface entre o ensino de química e a educação especial: pressupostos teóricos para o atendimento especializado dos estudantes com altas habilidades ou superdotação7.08.07.05-1Altas Habilidades ou Superdotação; Formação Docente; Ensino de QuímicaGiftdness; Teacher Education; Chemistry TeachingConsidering the chemistry´s teacher needs by a multidimensional formation for specialized educational services to giftedness students, we aim in this study to discuss theoretical assumptions that teachers can promote teaching strategies that enhance the learning of this special education public. The investigation is anchored in the perspective of the Participant Research, carried out in a collaboration between the University and the Nucleus of Activities in Giftedness of Goiás. Semi-structured interviews were carried out with a teacher from the NAAH/S – GO, which, after being transcribed, were analyzed using Content Analysis. Our results were structured around three axes: The first one, on how teachers could initiate specialized educational services by diagnostically evaluating the interests, aptitudes, creative and cognitive abilities of the student's giftedness in the teaching of Chemistry. Then, understanding the special educational needs of this student in the teaching of Chemistry, and finally, discussing the contribution of investigative experimental activities in the mediated action with this audience. Our results showed that considering the special educational needs of student's giftedness, investigative experimentation proved to be a teaching strategy favorable to specialized care in an inclusive education perspective.Considerando a necessidade de uma formação multidimensional do professor de Química para se atuar no atendimento especializado de estudantes com altas habilidades ou superdotação, objetivamos nesta investigação discutir pressupostos teóricos para que professores possam promover estratégias de ensino potencializadoras da aprendizagem deste público da Educação Especial. A investigação é ancorada na perspectiva da Pesquisa Participante, realizada numa colaboração entre Universidade e o Núcleo de Atividades em Altas Habilidades/Superdotação de Goiás. Foram realizadas entrevistas semiestruturadas com uma professora formadora do NAAH/S – GO, que depois de transcritas, foram analisadas empregando-se a Análise de Conteúdo. Nossos resultados foram estruturados a partir de três eixos: O primeiro, sobre como os professores poderiam iniciar o atendimento especializado avaliando diagnosticamente os interesses, aptidões, habilidades criativas e cognitivas do educando com altas habilidades ou superdotação no ensino de Química. Depois, compreendendo quais as necessidades educacionais especiais deste estudante no ensino de Química, e por fim, discutindo a contribuição das atividades experimentais investigativas na ação mediada junto a este público. Nossos resultados apontaram que, considerando as necessidades educacionais especiais do educando com altas habilidades ou superdotação, a experimentação investigativa mostrou-se como uma estratégia de ensino favorável ao atendimento especializado numa perspectiva da educação inclusiva. Universidade Tecnológica Federal do Paraná (UTFPR)Nóbrega, Lorrana Nara NavesNobre-da-Silva, Nara AlinneBenite, Claudio Roberto Machado2022-12-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê TemáticoPesquisa Participanteapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1541210.3895/actio.v7n3.15412ACTIO: Teaching in Sciences; v. 7, n. 3 (2022); 1-23ACTIO: Docência em Ciências; v. 7, n. 3 (2022); 1-232525-892310.3895/actio.v7n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/15412/9214https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15412/2658Direitos autorais 2022 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-12-19T19:36:03Zoai:periodicos.utfpr:article/15412Revistahttps://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:2022-12-19T19:36:03Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
Interface entre o ensino de química e a educação especial: pressupostos teóricos para o atendimento especializado dos estudantes com altas habilidades ou superdotação
title Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
spellingShingle Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
Nóbrega, Lorrana Nara Naves
7.08.07.05-1
Altas Habilidades ou Superdotação; Formação Docente; Ensino de Química
Giftdness; Teacher Education; Chemistry Teaching
title_short Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
title_full Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
title_fullStr Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
title_full_unstemmed Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
title_sort Interface between chemistry teaching and special education: theoretical assumptions for the specialized educational services of giftedness students
author Nóbrega, Lorrana Nara Naves
author_facet Nóbrega, Lorrana Nara Naves
Nobre-da-Silva, Nara Alinne
Benite, Claudio Roberto Machado
author_role author
author2 Nobre-da-Silva, Nara Alinne
Benite, Claudio Roberto Machado
author2_role author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Nóbrega, Lorrana Nara Naves
Nobre-da-Silva, Nara Alinne
Benite, Claudio Roberto Machado
dc.subject.por.fl_str_mv 7.08.07.05-1
Altas Habilidades ou Superdotação; Formação Docente; Ensino de Química
Giftdness; Teacher Education; Chemistry Teaching
topic 7.08.07.05-1
Altas Habilidades ou Superdotação; Formação Docente; Ensino de Química
Giftdness; Teacher Education; Chemistry Teaching
description Considering the chemistry´s teacher needs by a multidimensional formation for specialized educational services to giftedness students, we aim in this study to discuss theoretical assumptions that teachers can promote teaching strategies that enhance the learning of this special education public. The investigation is anchored in the perspective of the Participant Research, carried out in a collaboration between the University and the Nucleus of Activities in Giftedness of Goiás. Semi-structured interviews were carried out with a teacher from the NAAH/S – GO, which, after being transcribed, were analyzed using Content Analysis. Our results were structured around three axes: The first one, on how teachers could initiate specialized educational services by diagnostically evaluating the interests, aptitudes, creative and cognitive abilities of the student's giftedness in the teaching of Chemistry. Then, understanding the special educational needs of this student in the teaching of Chemistry, and finally, discussing the contribution of investigative experimental activities in the mediated action with this audience. Our results showed that considering the special educational needs of student's giftedness, investigative experimentation proved to be a teaching strategy favorable to specialized care in an inclusive education perspective.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-02
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Dossiê Temático
Pesquisa Participante
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/15412
10.3895/actio.v7n3.15412
url https://periodicos.utfpr.edu.br/actio/article/view/15412
identifier_str_mv 10.3895/actio.v7n3.15412
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/15412/9214
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15412/2658
dc.rights.driver.fl_str_mv Direitos autorais 2022 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2022 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. 7, n. 3 (2022); 1-23
ACTIO: Docência em Ciências; v. 7, n. 3 (2022); 1-23
2525-8923
10.3895/actio.v7n3
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_ 1797239985525489664

Registros relacionados