Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775
O Doutorado Acadêmico 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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Tese Acesso aberto (Open Access) Aprendi no insta! : os studygrams e a educação online de biologia(Universidade Federal do Pará, 2022-08-30) COELHO, Yuri Cavaleiro de Macêdo; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646Studygrams are profiles on the social network Instagram that share different types of digital content with an educational, informative and instructional bias, such as study routines and materials. The growth of this type of profile highlights the need for contemporary society to learn, teach and obtain information in ways different from traditional ones. Faced with this new movement in the use of social networks on the internet in education, this study aimed to understand the difficulties and possibilities of using Studygrams in the context of teaching Biology learning and training for citizenship, in online education initiatives in higher education. . The research is characterized as qualitative, within the approaches of netnographic research and research-education in cyberculture. The information was recorded in a hypertextual field notebook and submitted to Discursive Textual Analysis. In the netnographic research, we explored ten Studygrams with high engagement that published content related to Biology. The context of research-training in cyberculture was based on an Interactive Didactic Design (IDD) for the creation and management of 17 Studygrams, implemented in a private Higher Education Institution in Belém, capital of the state of Pará, with 154 students from the area of health – Nutrition, Physiotherapy and Pharmacy – who were studying Histology and Embryology. The results reveal that Studygrams represent a new culture of learning and teaching, which can be used in online Biology education as a source of information and a space for carrying out activities. The IDD activities allowed students to approach histological knowledge in an informative, explanatory, critical, interdisciplinary and contextualized way; to elaborate and share (co)authorships and academic experiences; and horizontalize the relationship with the teacher. On the other hand, students reported difficulties in selecting, organizing and presenting in a succinct, logical and creative way the large amount of information available on the internet on the topics covered. Although they emphasize that real-time monitoring of the dynamics and actions of the teams and their Studygrams demands time, planning, organization and increases the workload outside the classroom, the professors-researchers point out that working in online Biology education potentiated co-participation in (co)authorship shared virtually; the exercise of creative capacity of pedagogical intentions for hypertextual, interactive and plural environments; the appropriation of the continuous training path; and the resignification of teaching and training experiences. The experiences with the IDD raised elements with the potential to guide processes of evaluation of the learning of biological contents and the development of values and attitudes towards citizenship, as well as to support the construction of evaluation instruments capable of bringing data on the real impact of the IDD and providing opportunities reflections on students' understanding and performance; the obstacles that prevent them from achieving better performances and developments; and the different skills that can be promoted in online Biology education in higher education.Tese Acesso aberto (Open Access) Competências digitais de futuros professores: o papel de intervenções pedagógicas para a alfabetização científica e tecnológica(Universidade Federal do Pará, 2024-05-03) FLORÊNCIO, Felipe Jailson Souza Oliveira; ELIASQUEVECI , Marianne Kogut; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687The present investigation is situated within the context of the need to prepare undergraduate students in initial teacher education as future educators for the early years of basic education or for youth, adult, and elderly education (EJAI). This preparation aims to equip them to address the demands of contemporary education, which require both the use of digital technologies and mastery of scientific and technological concepts. Beyond improving the use of technologies, this preparation should also foster critical thinking and citizenship education. Thus, the objective of this dissertation was to analyze how pedagogical interventions can promote the development of digital competencies among future teachers in an integrated manner with scientific and technological literacy. The research methodology involved a pedagogical intervention carried out in the first semester of 2023 during a teaching practicum with first-year students of the Integrated Teacher Education Program in Science, Mathematics, and Languages at the Federal University of Pará. This intervention was conducted within the scope of the course “Pedagogical Technological Resources I,” a mandatory curricular component of the program. The intervention comprised three stages: 1. Diagnostic Assessment: identified students’ socioeconomic profiles and their habits regarding digital technologies. 2. Self Assessment: allowed students to reflect on their levels of proficiency in digital competencies based on an adapted framework of the European Framework for the Digital Competence of Educators (DigCompEdu). 3. Activity with the educational product "Science in Question" (Guedes, 2021), a card game designed to foster discussions on the relationship between science, technology, and society. Among the main findings, it was observed that the class consisted of students from diverse age groups, with low household income and limited access to digital technologies. The most commonly used device was the smartphone, primarily for entertainment and communication rather than academic purposes. However, there was an expressed interest in developing digital competencies for educational purposes, such as creating presentations, writing scientific papers, and using digital tools in the classroom. The pedagogical intervention contributed to the development of indicators for students’ scientific and technological literacy, based on the integration of the game’s thematic axes with the structural axes of scientific literacy. Furthermore, the primary outcome of the study is the proposal of an integration matrix linking proficiency levels in digital competencies with indicators of scientific and technological literacy. This matrix is intended to assist educators in designing theoretical practical activities when planning pedagogical interventions. The research highlights the importance of considering students’ socioeconomic contexts in the planning of pedagogical interventions and emphasizes that developing digital competencies, integrated with scientific and technological literacy, is essential for the training of future teachers. The dissertation follows a multi-paper format (or multiple-article format), comprising four scientific articles, each focusing on a specific objective of the investigation.Tese Acesso aberto (Open Access) O conhecimento tecnológico pedagógico de conteúdos (TPACK) na prática docente em ciências naturais: a projeção do TPACK dos formadores nas intenções de ensino dos professores em formação na UFPA-Belém(Universidade Federal do Pará, 2022-09-30) VILLA-GARCÍA, Leidy Yurani; ZAMBRANO, Alfonso Claret; https://orcid.org/0000-0003-4795-6037; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646This thesis proposes to advance the knowledge about the development of the Technological Pedagogical Content Knowledge (TPACK) in the training of bachelors, identifying the influence of the TPACK of the teacher educators who guide the disciplines of the teaching practice, in the teaching intentions of the teachers in training. on this specific case, the study addresses three central aspects: (i) Identification of the theoretical-methodological contributions evidenced by the state of the art (national and international) on the TPACK built before year 2020, (ii) Identification and analysis of the theoretical-methodological contributions that are evidenced in the TPACK of the mentor professors in the Natural Sciences Bachelor's program at UFPA, and the (iii) identification and analysis of the theoretical-methodological contributions of the TPACK of the mentor professors that are evidenced in the teaching intentions of the professors in training in the UFPA Bachelor's degree. The research used a qualitative methodology with an interpretive approach, as an instrumental case study, with which it was possible: characterize theoretical-methodological contributions that support the elements of TPACK in teaching practice and the indicators for their identification; identify the theoretical-methodological contributions in the practice of the mentor teacher through the analysis of the decisions and actions of the teachers who guide the disciplines of teaching practice during planning and teaching; and, finally, the theoretical-methodological contributions in the teaching intentions of the future teachers were identified. With this, the analysis leads us to verify that there is a projection of the TPACK of the mentor teachers in the teaching intentions of the teachers in training. Thus, the research offers a point of view on the inclusion of reflection in the dynamics of teaching practice in a specific context, in order to enhance the construction of the TPACK and contribute to improve the processes in which we learn to teach science from the experience. Among the relevant results, we can identify the theoreticalmethodological contributions that expanded the conceptual framework of the TPACK and allow us to analyze the TPACK that is being built through teaching practice in the Bachelor's degree. These results can be used by teacher trainers in postgraduate, undergraduate and basic education programs, as well as in open programs and courses with the intention that teachers in training and in service can identify their TPACK and develop it.Tese Acesso aberto (Open Access) Letramento científico e habilidades didáticas em produções escritas de professores de ciências(Universidade Federal do Pará, 2022-04-26) GOMES, Ana Silvia Alves; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646This research aimed to identify, describe, and point out possible correlations between levels of scientific literacy and teaching skills of elementary school teachers. This is exploratory qualitative-quantitative research, where the MAXQDA 2020 and JAMOVI 2.2.5 software were used to produce content analysis and descriptive statistics of collected data, together with a group of 18 (eighteen) teachers from basic education, freshmen of a stricto sensu postgraduate course, who voluntarily answered questions from the so-called Scientific Literacy Skills Test (TOSLS) and prepared, in writing, proposals for didactic sequences. To analyze these proposals, a Didactic Skills Analysis Protocol (PAHD) was created, whose analysis categories were inspired by the ideas of contemporary constructivist authors. The analysis of the results of the categorization of didactic skills evidence showed that the participants presented, on average, half of the didactic skills of a constructivist nature proposed in the PAHD. On average, participants in this study also did not perform well on the TOSLS. The data obtained were not sufficient to support the hypothesis of correlation between Scientific Literacy and Teaching Skills. However, it is not possible to rule out the possibility of observing the occurrence of statistically significant correlations between such abilities in sufficiently larger and more diversified samples. The results suggest that, if one is interested in implementing curricular guidelines and teaching-learning-assessment strategies of a constructivist nature in schools, it is necessary to increase teacher training programs with objectives, themes and teaching strategies focused on skills that had a low incidence. in this study, since, as discussed in the text, all of them are essential for planning and conducting classes of a constructivist nature and important for the professional development of teachers. Although there is still much to be explored on the issue of didactic skills, the scope of this thesis, and particularly the PAHD, had great potential as an instrument for research and professional development. Despite the limitations pointed out, the results and scope of this thesis constitute an important reference both for future research and for eventual reformulations in science teacher training programs, in view of the empirical results, the theoretical discussions and the methodological ideas it contains.Tese Acesso aberto (Open Access) Letramento científico, letramento em língua materna e a abordagem ciência, tecnologia, sociedade e ambiente: indicadores e possibilidades para o ensino de ciências(Universidade Federal do Pará, 2021-06-24) RIBEIRO, Dayane Negrão Carvalho; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646This research was motivated by the professional and personal experiences of the teacher and author of this thesis and aimed to understand the development processes of scientific literacy and literacy in the mother tongue, based on teaching practices through the Science, Technology, Society and Environment (STSE) approach, and also to identify indicators of these processes. For the development of the research it was necessary to define and defend the use of the concepts and theoretical basis of the STSE approach, literacy in the mother tongue and scientific literacy as well as its relationship with science research and teaching. The methodology of the study adopted a qualitative approach, from the pedagogical intervention type, which took place in a public elementary and high school, in a municipality in the state of Pará, with the participation of students graduating from the 6th year of elementary school. The activities developed during the intervention were based on the socio-environmental theme “The Tidal Phenomenon”, considering scientific, technological, social and environmental implications of this theme, from the perspective of Teaching by Research. The instruments used for the constitution of data were: audio and video recordings, photographs, questionnaires, registration of students' activities and the teacher's research diary. For data analysis and interpretation, Discursive Textual Analysis (DTA) was used. Through the results, the thesis defends that science teaching activities through the STSE approach in elementary school, from the perspective of the involved study, promote learning with the development of scientific literacy and literacy in the mother tongue, showing indicators. The constituted data allowed us to verify that the teaching activities through the STSE approach enable contributions regarding the expansion of the students' vision, the expression of everyday language and the development of scientific language, with natural conditions of reading and writing and the adoption of a more active attitude. The development of activities also led to the proposition of indicators of scientific literacy processes in the mother tongue, observed in the analysis, to evidence the construction of scientific knowledge and reading and writing skills through the STSE approach, considering the decision-making capacity development process. The indicators are: obtaining information, organizing information, interpreting information, articulating text and context, communicating ideas, preparing questions, articulating term and concept, analysis and judgment, expression of action strategies and selection of action. These indicators were organized into three grouping blocks. They are: Reading and Contextualization; Thought and Integration; Decision and Action. The results allow us to affirm that the students were in the process of developing scientific literacy in their mother tongue and that this research contributes to the field of Science Teaching, representing advances in the construction of knowledge from the perspective of teaching and training of teachers.