Analysis of the reflections of graduates in chemistry in teaching situations
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Ensino de Ciência e Tecnologia |
Texto Completo: | https://periodicos.utfpr.edu.br/rbect/article/view/6030 |
Resumo: | The objective of this research was to identify and analyze of the reflections of students of the graduation course in Chemistry, as well as to the implications of these reflections for the development of the process of learning to teach. The data collection was performed through Biphasic Autoscopy integrated to the micro-teaching, a procedure that allowed the videotaping of the micro-teaching in the interactive phase and, through an interview, the identification of the problem situations arising from the practices of each one in the post-active phase. We identified that, although the students have faced problem situations in running their teaching activity, one of them was always responsible for unleashing all the others. Thus, we sought to catalog moments in which they reflected on such a situation aiming to transform their practice. So that, it was possible to identify moments of students' reflective practice and to verify that they did not occur in a sequential manner, but rather characterized by advances and setbacks, which allowed us to elaborate a spiral model that illustrates reflexive movements in a practice situation education. |
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Analysis of the reflections of graduates in chemistry in teaching situationsAnálise das reflexões de licenciandos em química em situações de ensinoFormação de ProfessoresPrática; Reflexão; Química; Autoscopia.Teaching practice; Reflective initial formation; Chemistry; AutoscopyThe objective of this research was to identify and analyze of the reflections of students of the graduation course in Chemistry, as well as to the implications of these reflections for the development of the process of learning to teach. The data collection was performed through Biphasic Autoscopy integrated to the micro-teaching, a procedure that allowed the videotaping of the micro-teaching in the interactive phase and, through an interview, the identification of the problem situations arising from the practices of each one in the post-active phase. We identified that, although the students have faced problem situations in running their teaching activity, one of them was always responsible for unleashing all the others. Thus, we sought to catalog moments in which they reflected on such a situation aiming to transform their practice. So that, it was possible to identify moments of students' reflective practice and to verify that they did not occur in a sequential manner, but rather characterized by advances and setbacks, which allowed us to elaborate a spiral model that illustrates reflexive movements in a practice situation education.O objetivo desta pesquisa foi identificar e analisar as reflexões de estudantes de um curso de Licenciatura em Química, bem como as implicações destas reflexões para o desenvolvimento do processo de aprender a ensinar. A coleta dos dados ocorreu por meio da Autoscopia Bifásica integrada ao microensino, procedimento que possibilitou a filmagem dos microensinos na fase interativa e, por meio de uma entrevista, a identificação das situações-problema decorrentes das práticas de cada licenciando na fase pós-ativa. Identificamos que, embora os licenciandos se deparassem com situaçõesproblema no decorrer da sua atividade docente, uma delas sempre era a responsável por desencadear as demais. Assim, buscamos investigar momentos em que eles refletiam acerca de tal situação com vistas à transformação da sua prática. Com isso, foi possível identificar os momentos da prática reflexiva dos estudantes e constatar que estes não ocorreram de forma sequencial, mas sim caracterizados por avanços e retrocessos, o que nos permitiu elaborar um modelo em espiral que ilustra os movimentos reflexivos em uma situação de prática de ensino.Universidade Tecnológica Federal do Paraná (UTFPR)Arrigo, VivianeLorencini Júnior, ÁlvaroBroietti, Fabiele Cristiane Dias2018-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/603010.3895/rbect.v11n3.6030Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 3 (2018)1982-873X10.3895/rbect.v11n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/6030/pdfDireitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-10-20T22:42:58Zoai:periodicos.utfpr:article/6030Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-10-20T22:42:58Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Analysis of the reflections of graduates in chemistry in teaching situations Análise das reflexões de licenciandos em química em situações de ensino |
title |
Analysis of the reflections of graduates in chemistry in teaching situations |
spellingShingle |
Analysis of the reflections of graduates in chemistry in teaching situations Arrigo, Viviane Formação de Professores Prática; Reflexão; Química; Autoscopia. Teaching practice; Reflective initial formation; Chemistry; Autoscopy |
title_short |
Analysis of the reflections of graduates in chemistry in teaching situations |
title_full |
Analysis of the reflections of graduates in chemistry in teaching situations |
title_fullStr |
Analysis of the reflections of graduates in chemistry in teaching situations |
title_full_unstemmed |
Analysis of the reflections of graduates in chemistry in teaching situations |
title_sort |
Analysis of the reflections of graduates in chemistry in teaching situations |
author |
Arrigo, Viviane |
author_facet |
Arrigo, Viviane Lorencini Júnior, Álvaro Broietti, Fabiele Cristiane Dias |
author_role |
author |
author2 |
Lorencini Júnior, Álvaro Broietti, Fabiele Cristiane Dias |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Arrigo, Viviane Lorencini Júnior, Álvaro Broietti, Fabiele Cristiane Dias |
dc.subject.por.fl_str_mv |
Formação de Professores Prática; Reflexão; Química; Autoscopia. Teaching practice; Reflective initial formation; Chemistry; Autoscopy |
topic |
Formação de Professores Prática; Reflexão; Química; Autoscopia. Teaching practice; Reflective initial formation; Chemistry; Autoscopy |
description |
The objective of this research was to identify and analyze of the reflections of students of the graduation course in Chemistry, as well as to the implications of these reflections for the development of the process of learning to teach. The data collection was performed through Biphasic Autoscopy integrated to the micro-teaching, a procedure that allowed the videotaping of the micro-teaching in the interactive phase and, through an interview, the identification of the problem situations arising from the practices of each one in the post-active phase. We identified that, although the students have faced problem situations in running their teaching activity, one of them was always responsible for unleashing all the others. Thus, we sought to catalog moments in which they reflected on such a situation aiming to transform their practice. So that, it was possible to identify moments of students' reflective practice and to verify that they did not occur in a sequential manner, but rather characterized by advances and setbacks, which allowed us to elaborate a spiral model that illustrates reflexive movements in a practice situation education. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-18 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/6030 10.3895/rbect.v11n3.6030 |
url |
https://periodicos.utfpr.edu.br/rbect/article/view/6030 |
identifier_str_mv |
10.3895/rbect.v11n3.6030 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/6030/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2018 CC-BY http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2018 CC-BY 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 |
Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 3 (2018) 1982-873X 10.3895/rbect.v11n3 reponame:Revista Brasileira de Ensino de Ciência e Tecnologia instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Revista Brasileira de Ensino de Ciência e Tecnologia |
collection |
Revista Brasileira de Ensino de Ciência e Tecnologia |
repository.name.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
||rbect-pg@utfpr.edu.br |
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