Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2293

O Mestrado Acadêmico iniciou-se em Maio de 2002 pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).

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Agora exibindo 1 - 9 de 9

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1978: letramento científico e consciência metacognitiva de grupos de professores em formação inicial e continuada: um estudo exploratório
(Universidade Federal do Pará, 2015-04-15) GOMES, Ana Silvia Alves; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study investigated the scientific literacy skills and metacognitive profile of basic education teachers and students of undergraduate courses, using two newly produced instruments: Test of Scientific Literacy Skills (TOSLS) and the Metacognitive Awareness Inventory (MAI). Specifically they were investigated possible correlations between metacognitive skills and scientific literacy, checking and comparing different types of metacognitive skills and scientific literacy for current and future teachers, and evaluate the psychometric and possible improvements of the instruments qualities. The work is based on contemporary research on scientific literacy and metacognition, in particular, studies that aimed to investigate how these skills are developed by teachers of science and mathematics. The results obtained with the implementation of the instruments on a sample of twenty three undergraduate and twenty practicing teachers, indicate that 74% of the sample does not have an adequate level of scientific literacy, despite declaring that frequently use different metacognivas strategies study and plan lessons. Significant statistical correlations were also found between the scores of TOSLS and MAI, ie. metacognitive skills and scientific literacy skills were not correlated. It shows the rupture of key skills with lower rates of success, arguing about their possible causes and mitigation measures for identified problems and suggests future research possibilities using the instruments.
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Abordagem CTS por meio de tema: consumo doméstico de energia elétrica
(Universidade Federal do Pará, 2014-10-23) CARVALHO, Ricardo Haroldo de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
As a teacher I could clearly understand, through my experience, the necessity of a Science teaching involving the real context of the learner. The reflections on my teaching practice motivated me to a teaching challenge that made a relation between the student conceptual domain and the real situations in his community . Thus, the purpose of this research is to investigate evidences of a critical attidude from the CTS teaching conception through problems presented related to electrical energy consumption. I tried to answer the researching question about how to enable critical analysis from students regarding to their own use of residential electricity. This research was conducted through a qualitative approach, the action research type. A workshop was developed using conceptual energy content, in order to integrate the topics of the teaching unit. As an analysis strategy of the collected data, I developed an interpretative analysis, the intention was to give meaning to the situations raised by the students during the classes. The information was obtained through questionnaires and records in field notes. The results presented that CTS teaching approach enabled students the critical thinking mainly about values and ethical issues, relating their social reality to the habit of excessive electrical energy consumption,considering that for some students the illegal connection is a justification for wasting energy. The research has shown the dialogic and changing potential of this educational approach as the record of some students changing attitudes in that situation. I believe that, in this sense, this project demonstrated that CTS approach in schools is possible and that citizenship needs to be developed, being the technological scientific literacy of their rights and duties important for the students good achievement in society.
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A abordagem CTSA e o espaço não formal: O rio que eu vejo no complexo ver-o-rio
(Universidade Federal do Pará, 2021-09-23) NAHUM, Helen Regina Machado; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study is oriented to the area of Scientific Teaching and developed through the Science, Technology, Society and Environment Approach (STSE) in a non-formal educational space, the Ver-o-Rio Complex, in the city of Belém, state of Pará, Brazil. It aimed to analyze, in its different dimensions, the decision-making process of 9th grade students of Elementary School, in relation to the problems identified in the Ver-o-Rio Complex non-formal space. This research was carried out in a qualitative approach, from the pedagogical intervention type. For data analysis, it was used the method of Discursive Textual Analysis (ATD), systematizing the results obtained into three categories: Understanding the STS Relations; Consciousness-Making/Decision-Making; and Student Interest and Autonomy. To set the corpus of analysis, we considered researches carried out by the own students on various topics related to the environment, along with texts written by them, the teacher's research diary, notes from conversation circles, photographic records of the visit to the Ver-o-Rio Complex, interviews with the students in a WhatsApp group (created due to the pandemics), which were answered individually by audio or writing; and videos on awareness/decision produced by the students. Among the results found, it was observed that the relationship among Scientific Teaching and the STSE Approach favored the learning of several scientific concepts, brought motivation, argumentation and critical reasoning, in addition to bringing students closer to the teacher. In this sense, it was observed that the activities carried out in the non-formal space, from the perspective of an educational context, were configured as a successful proposal, as it motivated the students, increased their interest in knowledge and presented characteristics related to thinking and freedom of expression.
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A abordagem CTSA no ensino de ciências: um estudo documental do plano estadual de educação no estado do Pará
(Universidade Federal do Pará, 2016-08-19) TAVARES, Cacilene Moura; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The use of the STSE approach in the teaching of High School Sciences is important for the formation of the human being who lives in contemporary society. This scenario demonstrates the relevance of performing this research, in the context of the State of Pará, by the analysis of pertinent documents to this approach, as the State Education Plan approved in 2015, and the Innovative High School Program (IHSPRO), developed at the federal level since 2009, to verify its approximations to the STSE approach, which is already present in the General National Curricular Guidelines for Basic Education. For the establishment of comparisons from the classical science teaching and the one that uses the STSE approach we use the studies from Zoller and Watson (1974 apud SANTOS, SCHNETZLER, 2010), having as a methodological procedure the content analysis of Bardin (2011). The initial perception from the study shows that the analyzed documents - SEP / PA and IHSPRO -, in it general contextualization, present visions, views related to the STSE approach and the Sciences teaching, in search of improvements in the offering of High School in Paraense public schools, making it possible to affirm that contributions were found in the SEP / PA that approximate the STSE approach in the Innovative High School Teaching (IHSPRO) in Pará. However, it has also been fully demonstrated that, from the six keywords highlighted for analysis, four - "citizenship", "technology", "society" and "values" - are not expressly mentioned in both documents analyzed, leading us to consider that were not properly used all aspects of the STSE approach and the science teaching by the federal and state public authorities in the preparation of the reported public politics, built for the High School level education. Thus, it is clear that the documents analyzed were not built in the perspective of the STSE approach, even if High School Education values science and technology in the student's human formation, in the sociocultural aspects, for the formation of citizenship. It was possible to verify, therefore, that the objective of this research was reached.
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Uma agenda de pesquisa para formação docente em educação em ciências: investigando elementos essenciais
(Universidade Federal do Pará, 2017-05-03) MAGNO, Cleide Maria Velasco; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Based on ideas developed about the role of the teacher and his training, we conducted an investigation on the production of the Graduate Program in Science and Mathematics Education, Institute of Mathematical and Scientific Education, Federal University of Pará (PPGECM / IEMCI / UFPA), With the purpose of knowing, understanding and reflecting on the elaboration of a research agenda for the area of Scientific Education. With this purpose, we produced a panoramic picture of the general production of PPGECM, with the methodological context in which it was constructed, explaining in the works the indicators that delimited the field of research on teacher training; We show the training model (s) and the dimension in which they fit, and we place Science Education with emphasis for the CTS approach. The research was delineated in the qualitative, documentary type approach. The texts were selected by means of the identification of the descriptors "teacher training and conception" in the virtual and printed archives, deposited in the site and in the library of the Institute. For the corpus of analysis, 26 dissertations and one thesis were chosen, distributed in two periods. For the systematization, the data were organized in annual tables, called Integrative Synthesis, from which other analytical matrices were created.To analyze the data, we used the Bardin Content Analysis (2016). The results were presented in two blocks. We conclude, from the first block that there are methodological weaknesses in the productions that need to be worked out, however, the field of research teacher training has shown itself in a process of consolidation in the program. The second block showed that there is an evolutionary continuum referring to the training model, as well as in Education for Citizenship and Science Teaching, used in all productions. As for Education, with a CTS approach, the potentiality of the proposal to change students' conception emerges and self- training of teachers is evident. All these points constitute strong elements for the elaboration of a Research Agenda, however, considering all the aspects necessary for the development of the area, it is important the collaborative participation of all those involved in said program, to make feasible the planning, the development And its implementation of this agenda.
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O espaço não formal e o ensino de ciências: um estudo de caso no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2018-12-06) OLIVEIRA, Endell Menezes de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
At every moment, other ways of doing and thinking about teaching knock at the doors of schools and invite them to rethink their relationship with the community. The non-formal spaces of education, increasingly, have been a field of research in the area of science education. The Science Museums become attractive spaces for the general public and especially the school, where teachers seek other ways to teach and enhance learning in basic education. In this perspective, the objective of this work was to analyze how science teaching occurs in the Center of Sciences and Planetarium of the State of Pará (CCPP). The work has a qualitative approach, using as a strategy the case study (single and holistic), and to describe and analyze the data was used Discursive Textual Analysis (DTA). The research subjects are undergraduates (biology, physics and chemistry) who act as monitors in the CCPP. From the data obtained it is observed that the division between formal/non-formal/informal science education is a tenuous and permeable line that allows characteristics to transcend the hermetic definitions of the literature of the area. It has been found that there are many formal/informal characteristics in non-formal science education. The teaching of hybrid science emerges in the research as a possibility of mixing spaces, public, methodologies, objectives and primary and secondary characteristics. It is considered with the discussion that the field of non-formal science teaching comes without constituting as an area of exponent research and of inevitable encounter for schools, universities and for society as a whole.
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Espaços não formais de ensino: perspectivas para a formação inicial de professores
(Universidade Federal do Pará, 2018-07-10) RODRIGUES, Márcio Henrique Simião; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This paper presents considerations about the use of non-formal spaces for the development of activities aimed at teaching science in the initial years of elementary education. The objective was to investigate the student conception about the use of non-formal educational spaces, and how these spaces, contributes to the initial teacher training process, making use of different teaching strategies.The research has a qualitative approache of participant nature. Three Pedagogical Stepes (presentation of theme, conceptual develpmente and production-evaluation) were used as a teaching strategy, based on Brito’s (2004) proposoal for teaching of science through regional themes. In order to investigate the conceptions of research subjects about working with, in or the non-formal teaching space, questionnaires were given so that the students could report their experiences with the development of the activities. As a culmination of the activities, an Arts Exhibition was held where students presented several productions related to the use of non-formal teaching spaces in the City of Belém/PA. The productions presented at the Arts Exhibition were also analyzed and, according to the results, point to a positive evaluation of the learning of the research subjects regarding the use of nonformal teaching spaces from play activities and teaching through of regional themes. The results point to a good understanding on the part of the research subjects on how to work the non-formal space and in non-formal space, but they have differences on how to work with non-formal teaching space. The considerations show that teaching through regional themes can be a great ally for the development of activities that are related to the use of non-formal teaching spaces, allowing an attempt to escape traditional practices both in the context of initial teacher training, and in Early Childhood Education.
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Os sentidos da pluralidade de atividades no ensino de biologia: uma pesquisa-ação
(Universidade Federal do Pará, 2014-01-17) CUNHA, André Luiz Rodrigues dos Santos; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
Teaching of Biological Sciences continues to prioritize oral exposure as a strategy in the classroom, even though teachers are aware that, in education, students can not be viewed as homogeneous. Unlike a predominantly teaching with lectures, I have questioned: does the variability of instructional strategies provide increased motivation and participation of students for study and learning Biology? To reflect on this issue, I sought to understand how students' motivation was affected by the diversification of teaching Biology activities. The method chosen was a qualitative approach through action research. The locus of the research was the Escola de Aplicação (School of Application) of the Universidade Federal do Pará (Federal University of Pará), in the city of Belém, due to its proposition of diversification and experimentation of educational activities. The subjects were six students graduating from high school. The survey was conducted in twenty- one (21) weekly meetings in the shift from the regular classes, in the period April to December 2012. Several subjects of Biology proposed by me as a teacher-researcher and/or requested by students were worked using various strategies such as recreational activities, movies, music, text, textbook, field activities, comics and oral presentation. There was dialogue with the authors that deal with these strategies as well as with González Rey theory of subjectivity to understand the subjective meanings of the participating students. In this study, I sought to highlight the perceptions of students, and how each educational activity conducted influenced the production of meanings in different subjects involved. I emphasize that the motivation was not achieved by simple variation of activities, but the line established between students and teachers from diverse strategies worked. It was understood by this paper that motivation is not something universally achieved, but a multidimensional concept, in other words, composed of various dimensions and that in the case of the subjectivity of the subjects involved is associated with meanings that emerge from the situation experienced by them in the course activities. Motivation is not innate, but a co-construction of the subjects involved in this scenario and that the goals and objectives of teachers and students need to be tuned and point in the same direction.
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A transposição didática no ensino de física: o aquecimento global como objeto de estudo
(Universidade Federal do Pará, 2013-05-22) SILVA, Edilene da Silva e; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
This research aims to highlight the epistemological model which is adopted by professor of Physics at the approach to the topic Global Warming (GW) classes in the second year of high school. In this perspective, it has been the main objective is to investigate how the internal didactic transposition of the theme GW in physics teaching within the teaching practice, looking for the answer to the following question: How physics teachers conceive epistemological models relating to GW? For this we use a qualitative approach with a case study with eyes on three physics teachers who teach in public schools in the city of Fortaleza. Data collection used the questionary, semistructured interview and finally the observation of lessons. Data analysis was complemented by the school adopted textbooks and didactic materials used by teachers. These analyses revealed that the knowledge of physics and design of epistemological models belong to the praxeological dimension of each teacher as epistemological models Natural and Anthropogenic GW influence the characterization of teaching models. These models are born in each text knowledge achieved in the classroom. The textbooks do not determine the upper bound of the form role models in class and yes, contribute to the formation of physical models. On the other hand, there is the possibility of redeeming features of the two epistemological models when discussing the issue of natural climate GW associated to human action, and that means to say that there is a correlation opinions seeking answers in two models epistemological reference and ending on the issue of global warming prove to be the reason for global warming in praxeology teachers research subjects.

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