Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
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Item Acesso aberto (Open Access) Interações discursivas e a experimentação investigativa no clube de ciências(Universidade Federal do Pará, 2018-03-03) NERY, Gladson Lima; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This research aims to analyze how the discursive interactions established on the dynamic activities of investigative practices at the Science Club “Prof. Dr. Cristovam W. P. Diniz” corroborate\lead to cientific knowledge. In a more restricted context, the objective is to characterize the discursive interactions of the teacher-monitor’s role through the steps of investigative experimentation embraced at the Science Club, and in particular, to identify how the steps lead to discursive interactions, characterize the current practices on investigative experimentation and detect patterns of interaction on these activities. The main theoretical references that underpin this research, are based on the analysis of analytical structure idealized by Mortimer and Scott (2002) and investigative expermentation (MALHEIRO, 2016; CARVALHO, et. al., 2009). This research uses the qualitative approach, due to its descriptive exploratory characteristics, thus video recording resources were used, field journal and interview. The subjects of the research were a teacher-monitor and a group of eight students, aged from 10-14 years. The results identified patterns of discursive interactions of the Communicative Appoach type and the patterns of interactions of ideas developed by the teacher-monitor, in the direction of scientific knowledge, brainstorming and, conequently, to a solution and systematization of the proposed problem at the Science Club. In general, the sequence becomes a potencial teaching approach to discursive interactions between teacher and students, for not providing automatic procedures to a prompt problem solving, on the contrary, the sequence gave the students the chance to analyze new situations such as data collection and hypotheses tests in group discussions. It is pointed out that the teacher-monitor must be careful for the activities do not be restricted only to phenomenon vizualizations, making the students caught up to concrete reality, only by what is visible. It is defended that the use of Investigative Teaching Sequence (ITS) in the investigative experimentation embraced at the Science Club Pro. Dr. Cristovam W. P. Diniz, be more potentially effective to learning as far as it copes with the spectrum of interactive questions that occur on Science teaching in the classroom.Item Acesso aberto (Open Access) Interações discursivas e indicadores de habilidades cognitivas sem atividades experimentais investigativas de ensino e aprendizagem em um clube de ciências(Universidade Federal do Pará, 2022-03-17) COELHO, Antonia Ediele de Freitas; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853The investigation teaching has been used by several teachers as a didactic-methodological strategy that aims to achieve, in addition to more effective participation of students, greater development of the teaching and learning process in several areas of education, especially in science teaching. Thus, active teaching methodologies that use practical activities associated with manipulative actions, such as Investigative Teaching Sequences (ITS) can provide moments of Discursive Interactions (DI), in which scientific knowledge can be characterized in more evident ways. Thus, this study analyzed how the forms of DI that take place during an SEI, about concepts involving the problem of sound, cooperate with the emergence of Indicators of Cognitive Skills (ICS) in eight students participating in the Science Club “Prof. Dr. Cristovam W. P. Diniz”. We characterized this research as qualitative, using micro genetic analysis to interpret the verbalized DIs perceived in the relationships established between the monitors and the students participating in the Science Club. We tried to identify these ICS in writings and drawings produced by these students, besides elaborating and characterizing an SEI composed of five stages, having as support the concluded research and the experience of the author during the years of performance as a monitory teacher of this space. For data triangulation, we used videotaping, observation, and analysis of written and/or drawn records. The Science Club is considered a non-formal educational environment for teaching, research, and extension of didactic actions focused on Science and Mathematics in fifth and sixth-grade classes of elementary school. With the analyses performed, we identified that the skills developed by the students during the DI are continuously related to the desired proposal, and it was possible to notice ICS based, above all, on the organization, exposition, and explanation of ideas. On some occasions, we evidenced the concentration of mental resources, identification, and analysis of the hypotheses, besides the justification of the results. The generalization of the problem was also evidenced in some episodes. These ICS occur on occasions simultaneous to the IDs that express, mainly, requesting information, providing clues, mirroring, problematizing, and restructuring.Item Acesso aberto (Open Access) Saberes docentes de professoras alfabetizadoras expressos em contexto de formação continuada centrada na escola(Universidade Federal do Pará, 2018-12-04) BARROS, Maricilda Nazaré Raposo de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274This is a qualitative research, in the narrative approach, where I investigate the continuing education of teachers who work in the initial school years of Elementary School, with systematic monitoring in the ambit of the Municipal Education Department of Belém. I persecute respond the following research question: in what terms, teachers, in the process of continuous training in teaching, manifest scientific and pedagogical knowledge of content, develop reflection on the practice itself and mobilize other / new knowledge for the practice of the initial school years? Seven literacy teachers collaborated in the research. The research tools used were audio and video recordings, photos, texts, tickets and written productions made during the meetings and semi-structured consultations and interviews, which were transcribed and analyzed in order to answer the research question. The teachers go through a process of articulation between social practices and more elaborated knowledge from a scientific point of view. I emphasize the pedagogical practice those teachers in search of science teaching linked to the daily life of children, reading this daily routine and the presentation of scientific language that is incorporated into the lives of students. The experience of being welcomed and oriented in the school environment, through the interaction between the peers, is expressed by the collaborators as a teacher’s trainer. They show the value of planning in a collective way in the school environment. The formative experience built in the group brings themes emerging from the context, passing the teachers to seek subsidies that socialize in the group. These relationships established in formative processes, strengthen new / other training practices in formal educational spaces, mobilize scientific and pedagogical knowledge of content and enable the formation of the teaching profession, with professional autonomy in a progressive way, and allowing feedback to the continuous cycle of teacher training , (re) constructing new / other knowledge, using hybrid ways of dealing with students, with school subjects and personal conflicts and everyday challenges. The research identifies the commitment of the teachers, pointing out issues that need to be assumed by the networks of education in the various spheres of power. These are issues that need to deal with a range of demands ranging from extending the time of study and preparation of the teaching practice, to the financial / pedagogical autonomy of the schools and guaranteeing the continuing education centered in the school from the local formative experiences of the group teacher.