Navegando por Assunto "Constructivism"

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Elaboração e avaliação de um guia didático para inspirar e estimular a produção de ideias d e pesquisas de iniciação científica infantojuvenis
(Universidade Federal do Pará, 2024-05-17) LIMA, Aerton Francisco de; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Several contemporary researchers in the field of science education have advocated for the use of constructivist educational approaches. This involves a teaching and learning process centered on problem-solving strategies that stimulate interactive dialogue, clarification, and argumentation about different ideas, as well as fostering students' autonomous learning. The so-called youth scientific initiation is part of these constructivist teaching strategies and is typically intuitively employed by teachers who engage their students in research projects intended for school science fairs and exhibitions. Engaging in youth scientific initiation activities (YSIA) has been highlighted as crucial for enhancing students' scientific literacy. To contribute to research on the potential benefits and ways of implementing YSIA activities in basic education schools, this study aimed to evaluate the impact of using recommendations proposed in a didactic guide with suggestions for teachers regarding the development and implementation of such projects. The results of content analysis from questionnaires and research schemes presented by groups of students from two classes in the first year of high school at a public school in Redenção, Pará, Brazil revealed some evidence that supports the hypothesis that using certain inspiring examples of YSIA research — appropriately presented by teachers in the classroom — can help high school students create YSIA project schemes that are sufficiently clear and scientifically appropriate. Consequently, these schemes can be refined into viable YSIA research proposals, considering the available time, space, infrastructure, and cognitive level of the students. Based on the analyzed data, this research has produced an educational product titled "Iniciação Científica Infantojuvenil: exemplos inspiradores e sugestões práticas", aimed at educators and students in basic education.
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/0000-0002-9432-2646
This 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.