Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8498
O Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) integra o Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA). O Curso diferencia-se da especialização (Pós-Graduação lato sensu) em áreas de ensino pelo aprofundamento do conhecimento de metodologias de pesquisa e de aprendizagem, efetivo processo de produção do conhecimento sobre e na ação docente, bem como pela obrigatoriedade de desenvolvimento de um produto de ensino.
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Item Acesso aberto (Open Access) Da World wide web às partículas elementares: sequência didática baseada no método DBR-TLS com vistas à alfabetização científica e técnica(Universidade Federal do Pará, 2017-12-14) RODRIGUES-MOURA, Sebastião; RODRIGUES, Alexandre Guimarães; http://lattes.cnpq.br/6167368100687689; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970With the objective of contributing to the improvement of the practice of physics teaching in the middle school level, this research presents the production and application of a didactic sequence with six lessons aimed at the Modern and Contemporary Physics in high school, observing the elements of Scientific and Technical Literacy (STL) establishes Fourez (1994). The drafting was done by a team of professors-researchers, focusing on particle physics and the historical context of the creation of the World Wide Web (WWW), focusing on the fundamentals of Design Based Research (DBR), as established by Brown (1992) and Collins (1992), and the Teaching-Learning Sequences (TLS) following Lijnse (1995) and Mèheut & Psillos (2004). Both include the management of the whole process that involves applying and reapplying of cycles in which the proposed procedures are evaluated and reformulated. In relation to this sequence of specific teaching and learning, special attention was given to the aspects of internal coherence that are related to the perception of didactic intention by all participants of the survey. For this purpose, it proposes a set of elements-articulators and questioning as resources to provide a "backbone" noticeable throughout the TLS. In addition to the didactic sequence, build a "Didactic Guide" for teachers containing the minimum contents, guidelines for educational activities, the estimated time for each activity and relevant observations to support the discussion, orientation and pedagogical practice during class. Were also produced a board game and a school minicongress that may be potential scientific and technical education materials. This set consisting of didactic sequence and the guide, tutorial of the game and the minicongress, is product and by-products developed within the framework of educational research. As a pedagogical experience of application of that set, was developed in a public school in a municipality of the northeastern of Pará about 150 km from the capital, involving some 30 students of the third year of high school, between the months of january to march, 2016. During this experience, were registered relevant occurrences in a journal of teaching and students, gathered in six teams, produced webportfolios under my guidance. These two instruments composed the empirical material that analyzed the light of STL reference and the guidelines of the Discursive Textual Analysis (DTA) based on Moraes & Galiazzi (2011). Thus, sought to answer the following research question: How the implementation of a didactic sequence about particle physics can stimulate scientific and technical literacy? The empirical material of the research with qualitative approach, notably the teaching and the journal web-portfolios, and considering also the references in STL, were identified five axes of analysis: (1) the World Wide Web and the Internet are technical applications with distinct functionality; (2) The "absolute truths" in science; (3) All financial investment in scientific research is necessary for society; (4) The Brazil and interests around the CERN/LHC; and, (5) Investments, new particles and the challenges of scientific discoveries. The analysis of students' production, it was particularly applied the method of DTA, showed technical and scientific elements, etymological, historical, epistemological, mass media, scientific-technological, financial, technological, social, economic, socio-political, according to the characteristics of the STL approach, which constituted in categories of analysis related to five axes already mentioned. The analysis showed good quality in the production of the students and their involvement in the proposal, beyond the expected in this level of education. In this sense, at least ten elements of the STL have been identified in the speeches of the students face the motivation of the didactic proposal. In addition, these elements were applicants in web-portfolios of various groups, which reinforces the expectation that a didactic sequence properly planned can promote aspects of the STL. Only the etymological aspect was identified in one group, which is justified for this be a more elaborate element. So, the questions presented in each lesson, the moments of questioning and the creation of a blog as a space for discussion and collaboration proved as appropriate strategies for the development of the STL and contribute to compose an answer to the research question. The achievements under this research stimulate the dissemination of production and the use of didactic sequences in high school seeking to meet the expectations of efficiency and diversification of strategies that compete for the improvement of this level of education.Item Acesso aberto (Open Access) O enfoque ciência, tecnologia e sociedade e a aprendizagem baseada em problemas: possibilidades para a promoção da educação científica na educação básica(Universidade Federal do Pará, 2019-12-12) FURTADO, Leandro dos Santos; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971Today's society is constantly impacted by numerous scientific and technological activities that need to be problematized, understood and resolved. Therefore, it is necessary to teach science in basic education to develop these required skills. Thus, this research aimed to understand and analyze the contributions of the Problem Based Learning (PBL) methodology guided by the Science, Technology and Society (STS) approach for the development of scientific education purposes and for decision making, from a pedagogical experience in high school. This study is of qualitative nature according to Bogdan and Biklen (1994) of the exploratory type (MARCONI; LAKATOS, 2018), which took place in a private school in a peripheral neighborhood of Belém, Pará, with 12 students from the first year of high school. The experience took place through a sequence of socio-scientific issues (SSI) that dealt with the topics, anabolic and cancer, and which were resolved through an adaptation of the PBL methodology. The main instruments used to compose the data were the researcher's personal notes and the transcriptions of the video recordings of the students' presentations during the resolution of the SSI. The main results were: the mobilization of biology concepts articulated with technological, social, ethical, political, economic and legal aspects; collaborative learning; and decision-making aimed at the community. And from these results, it is clear that it is possible to infer that the STS approach articulated to PBL has the potential to develop, in high school, the purposes of scientific education focused on scientific literacy, training for citizenship through the social use of scientific and technological knowledge.Item Acesso aberto (Open Access) Ensino de astronomia: o lúdico e a experimentação como estratégias pedagógicas no ensino médio(Universidade Federal do Pará, 2017-08-23) PACHECO, Ronivaldo Castro; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970The contemplation of the sky and the curiosity to unravel its mysteries has moved man from the beginnings of the civilization to obtain understandings on what surrounds him. Many scientists and philosophers regard astronomy as the first human knowledge organized systematically. Thus, starting from this natural curiosity, the teaching of Astronomy should spark the students that interest, by promoting greater appreciation and approximation of this science that is part of our lives in several aspects that are directly or indirectly supplied and/or explained by information and inspiration coming from Astronomy. The main objective of this research is to understand the potentialities and limitations of the use of playful and experimental activities for the learning of basic concepts of Astronomy by students of the 1st year of High School. We assume the qualitative research, in the participant research modality, as these kinds of research approach aspects of student's reality when promoting collective actions for the benefit of the school community. The results show that the strategy in using ludic activities and experiments in order to facilitate the learning can show factors that favored the teaching and learning of Astronomy. For application of the activities with the students, we used three pedagogical moments by Delizoicov, Angotti and Pernambuco. The students participated actively in the development of playful activities such as play activities and games and in the conduction of the proposed experiments, where we can verify the potential of strategies used in the classroom in a positive way to build students' knowledge. This research also generated a didactic product that appears as an Appendix in this dissertation. It is an orientation to the teacher, with guidelines and suggestions of playful and experimental activities for teaching Astronomy which provide reflections on scientific knowledge, emphasizing the investigative character, enabling students to construct knowledge in a more critical and participative approach in society. In this sense, this research reports the ludic and experimental activities as possibilities to foster the teaching of Astronomy in Basic Education, enabling a closer approximation of teachers and students of this area of knowledge.