Navegando por Assunto "Science Club"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Desenvolvimento de habilidades cognitivas e ensino de matemática em um Clube de Ciências da Amazônia
(Universidade Federal do Pará, 2019-06) COELHO, Antonia Ediele de Freitas; ALMEIDA, Willa Nayana Corrêa; MALHEIRO, João Manoel da Silva
This research sought to analyze the Levels of Cognitive Abilities developed and manifested by a group of seven students participating in the Science “Prof. Club Dr. Cristovam W. P. Diniz”, during an Investigative Teaching Sequence on concepts of plane geometry. We also want to ponder the questions elaborated by the teacher-monitor and their intrinsic relationship with the abilities manifested by the group of students. We characterize this research as qualitative, using Content Analysis to interpretation of the speeches between the teacher-monitor and the students participating in the club. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. The applied experimental activity was entitled "Problem of Forms" and sought to discuss the introductory concepts of area and perimeter of plane figures, exploring issues related to the maximization of areas and minimization of perimeters. During the analysis, we identified that the abilities developed by the students in their discourses are continuously related to the proposed, being possible to identify Levels that varied between Algorithmics and Higher Order Cognitive Skills, defined between N1 and N5 of Cognitive Skills. Moreover, the questions developed by the teacher-monitor included Levels that developed according to the dynamics of established relationships, passing between P1 and P4.
Acesso aberto (Open Access)
Ensino de ciências por investigação: interações sociais e autonomia moral na construção do conhecimento científico em um clube de ciências
(Universidade Federal do Pará, 2018-11-23) SIQUEIRA, Hadriane Cristina Carvalho; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research aims to analyze the social interactions of the students participating in the Prof. Dr. Cristovam W. P. Diniz Science Club in order to identify the principles of their moral autonomy presented during a research activity on the phenomenon of capillarity in plants. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics of UFPA Castanhal Campus. The theme arose from the researcher’s reflections during her personal and professional experiences that contributed to the constitution of her identity as a science teacher. Thinking about that, a Sequence of Investigative Teaching was planned and applied based on the stages of the investigative experimentation of Carvalho et al (2009), through which we verified the purposes and the pedagogical actions that favored the interactions between the students during the interventions carried out as monitoring teacher in the Science Club. The research was characterized as participatory (FLICK, 2009; RICHARDSON, 2014). The subjects participants were eight students in the sixth grade of elementary school. The following instruments were used to collect data: audio and video recordings, photographs and field notes, with subsequent transcription of the subjects' speeches. For the interpretation of the collected information, we chose to use Bardin's Content Analysis method (2011). During the analysis, we identified that our interventions as monitoring teacher were subjacent to develop the pedagogical purposes and, thus, to organize and conduct the investigative activity in a way that could promote the emergence of interpersonal relationships. We observed in the students' speeches and attitudes the principles of moral autonomy enhanced by the interpersonal relationships that were stimulated by the monitoring teacher’s actions. Then, based on Piaget (1994) and Kohlberg (1992) theoretical framework, it was possible to analyze the students’ moral development during the construction of scientific knowledge. It was evident the intense participation of the students, as well as the cooperation between them. Conflicts have emerged that have helped us to understand decentration and the important role of mediation in collective work. The experience resulted in the elaboration of a product that consists of a pedagogical book and a video that demonstrate the stages of the investigative experimentation and evidences the attitude of the educator to the emergence of the interactions aiming to contribute with the teaching work in the development of practical activities that stimulate the environment research in science classes.
Acesso aberto (Open Access)
Transformação de licenciandos em educadores químicos: traços do conviver e praticar a docência durante a formação inicial no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2021-08-05) NUNES, João Batista Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This research deals with knowledge and initial training of chemical educators, training, built through real situations of anticipated practice assisted in partnership in the space at the Science Club of UFPA. The general objective of this thesis is: to understand the knowledge expressed/manifested by Chemistry teachers from the Science Club, when developing Chemistry classes in basic education and talking about their training and teaching, in line with contemporary requirements, and as specific objectives: i ) identify training experiences evidenced by professors from CCIUFPA, when talking about their training and teaching; ii) identify and understand teaching knowledge that Chemistry professors from CCIUFPA mobilize/motivate as chemical educators, which show that they originated from formative experiences lived in the Science Club; iii) identify, in order to understand, teaching knowledge that Chemistry professors from CCIUFPA mobilize/motivate as chemical educators when developing chemistry classes; and iv) understand in what terms the teaching knowledge expressed, moved and elaborated by Chemistry professors who graduated from the UFPA Science Club relate to the knowledge of teachers in/for contemporaneity. Four chemistry professors from CCIUFPA who, at the present time, work in public schools participated in the research. The stay in the field with the research collaborators lasted two years, between comings and goings, for the construction of field texts; over these years, they told me about their training and teaching in invitations to speak that I addressed to them. I also recorded the teachers' chemistry classes, as well as the construction of my logbook, and both were also the field texts for the research, which I analyzed through discursive textual analysis. I defend the thesis that advance practices to teaching, in the initial training of Chemistry teachers, characterized by pedagogical and training work in assisted collaborative groups and in partnerships, of an interdisciplinary, investigative and reflexive nature, constitute training strategies for chemical educators, which remains in continuous training and conceives the construction of chemical knowledge for the understanding of life and the world in its multiple dimensions and for the exercise of citizenship, in order to educate in/for contemporaneity. This thesis is defended in this research text, metaphorically constructed as a reaction of (trans)formation of undergraduates into chemical educators, generically + CB. I assume this construction with the support of qualitative research, in the narrative modality, in which the AB and CD reagents are respectively the practices of the Science Club of the Federal University of Pará (institutional space that promotes the initial training of teachers and the scientific initiation of children and adolescents in basic education students), and the Licentiate Degree in Chemistry. From immersion in field texts, I built two products of the (trans)formation reaction in chemical educators, AD - CHEMICAL COMPOSITION OF THE PRODUCT - EXPERIENCE: moving knowledge, in which I identify formative experiences and mobilized knowledge, which started through formative experiences experienced at CCIUFPA, and CB - STRUCTURE OF SUBSTANCE - SIGNIFICANCE OF CHEMISTRY IN SOCIETY: knowledge manifested, developed and mobilized to teach chemical knowledge, in which I identify knowledge manifested, developed and mobilized, in chemistry classes and those related to knowledge in /for contemporaneity. The two emerging products allowed me to highlight the training strategies of chemical educators described in the thesis and prove that these strategies allow the formation of an educator who conceives the construction of chemical knowledge for the understanding of life and the world in its multiple dimensions and for the exercise of citizenship.