Navegando por Assunto "Science education"

Agora exibindo 1 - 10 de 10

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Alfabetização científica em ambiente de modelagem matemática
(Universidade Federal de Mato Grosso, 2017-06) SOUZA, Ednilson Sergio Ramalho de; ESPÍRITO SANTO, Adilson Oliveira do
Discussions on Scientific Literacy have been common in Science teaching publications and some Mathematics Education. The literature review shows that few studies address this topic with Mathematical Modeling. Our goal is to discuss Scientific Literacy in Mathematical Modeling environment. For this we seek answers to two main questions: What skills are needed to scientifically literate? and How they emerge in Mathematical Modeling practices? Through literaturereviewwe found that such skills arise in increasingly complex as the transition between the stages of Modeling and as the participation of students in these steps. The study generated a frame of reference that can be consulted by teachers interested in promoting Scientific Literacy in Mathematical Modeling environment.
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A ambiência sentida, vivida e praticada na educação ambiental: um olhar a partir da docência dos professores dos anos iniciais em Curuçá/PA
(Universidade Federal do Pará, 2015-06-15) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this research investigate the understanding of elementary school teachers of environment from kindergarten to 5th grade in the municipality of Curuçá (Para / Brazil), on the place where they live and work and how these reflect on their teaching practices. I chose the narrative research to guide my research, considering that our life stories (personal, educational, etc.) carry a wealth of knowledge that are intertwined in professional stories. Are reports of four teachers for me interviewed, chosen among the two municipal schools, two teachers from each school; these schools are located one in the urban area and the other in a derelict island. Throw hand fictitious names for schools and subjects in order to protect their identities. The research was developed from the narratives that got through the audio recording and later transcription; from this material, I came to the axes of analyzes that were undertaken, based on studies of Moraes and Galiazzi. Three topics were established to respond to questions of this investigation. They are i): environmental context of the middle region of the salt: perceived and expressed ambiance of the space they inhabit teachers; ii) pedagogical practices developed by teachers to work in environmental education; iii) teacher training: form in an environmental context of decontextualized way. From these lines of analysis, I could see how the natural environment and urbanized in which teachers lived / live influence their environmental teaching. However, this influence brings a certain obstacle in their teaching practices. However in some pedagogical practices for methodological transformation of evidence to try to achieve actions that lead to environmental education critical. In this search, I realized the fight with seeking overcome this gap, either through training partners or a self-training.
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Clube de ciências da Universidade Federal do Pará: ensino de ciências e divulgação científica: um estudo iconográfico antropológico narrativo
(Universidade Federal do Pará, 2021-08-04) BANDEIRA NETTO, Felipe; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
I seek in this dissertation to analyze epistemological and historical aspects of science teaching at the Clube de Ciências da Universidade Federal do Pará - CCIUFPA. For this, I make use of photographic images of the collection of the Clube de Ciências and the personal collection of teachers and coordinators graduated from this training space. In this research, I begin with my first contacts with photography, which is designed since my childhood in Quilombo de Mangueiras, located in the Ilha do Marajó, in the city of Salvaterra, in the Estado do Pará, until the current moment of this master's research. The problematization of this research occurs through memorialistic reports evoked from photographs of people who lived the CCIUFPA in different times. For the analysis of speeches and images, I make use of relevant theoretical elements that help me in the collection of information and in the construction of data. I seek anthropological theoretical contribution in the thinking of theorists such as Geertz, Campos, Bourdieu, Kossoy, as well as Hine and Turkle to discuss virtual anthropology. As this is a qualitative research in the narrative modality, I take the theoretical perspective of Clandinin and Connelly. For the analytical movement, I make use of the discursive textual analysis of Moraes e Galiazzi. As the research took place during the Covid-19 pandemic, caused by the Sars-Cov 2 coronavirus, part of the interviews were conducted virtually, and to respect scientific limits, I make use of theorists who assist me in this process. The analytical movement made it possible to build two categories dealing with Scientific Initiation and Scientific Communication in the historical trajectory of science teaching at CCIUFPA.
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Currículos e saberes: os discursos que fabricam professores de biologia
(Universidade Federal do Pará, 2018-12) BASTOS, Sandra Nazaré Dias; CHAVES, Sílvia Nogueira
The purpose of this work is to reflect on how discursive processes influence the ways of being a biology teacher. Our attention was focused on the discursive and non-discursive practices that are currently being publicized and institutionalized in the curriculum of the Degree in Biological Sciences of the Campus of Bragança and influence the construction of the subject Biology Teacher. We took as empirical corpus the Catalog of Undergraduate and Graduate Studies from the Center of Biological Sciences of UFPA, a document that brings together course plans of the curriculum that ran from 1997 to 2004. Our analyzes show a curriculum basically focused on the health area, even if it was intended for teacher training. The omnipresence of contents and practices from the field of Medicine silences training components that are intended to prepare for teaching. The result is the development of a vision that enunciates teaching as a side effect, of what is presumed to be a good training in the "scientific" area. The effects of these practices reverberate in the formation of a professional who desires and values specific knowledge, minimizing the other knowledge, especially those of the pedagogical field. The hierarchy of knowledge produces a professional teacher who wishes to live the "glamorous" side of Biology, usually related to conducting research in specific areas such as Genetics and Ecology, as an alternative to the "monotonous" life inside the classroom.
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Ensino de ciências e práticas teatrais: formação de professores para os anos escolares iniciais
(Universidade Federal do Pará, 2017-05-09) FREITAS, Nívia Magalhães da Silva; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
The productions of science and art represent extensions of our experiences, and thus constitute forms of knowledge. The interlocution between Science and Art, especially through the mediation of the theater, constitutes a potential perspective of science education. Theater, in addition to entertainment and fun, enables reflective, formative and educational actions. In this context, the thesis presented here aims to answer the following research question: in what terms the formative experiences of future teachers of the early school years, mediated by theatrical practices, contribute to the learning of socially relevant knowledge, notably in the sense of critical and reflective understanding, in the context of science education? Qualitative approach, represented by narrative research, in the form of research-training, constituted the methodological option of this thesis. The data gathered in this work were analyzed by Discursive Textual Analysis. The immersion in the field texts allowed me to identify three axes of analysis: (1) learning to be and to live together, (2) learning socially relevant knowledge through theatrical practices and (3) ideas about the possibilities of theater mediation to teach Sciences. The formative experience was developed in two classes at Licenciatura Integrada em Educação em Ciências, Matemática e Linguagens, of Instituto de Educação Matemática e Científica, of Universidade Federal do Pará. The instruments used in the research were: individual and group textual productions, diaries and audio and video record. I believe that theatrical practices contributed to the constitution of spaces of (re) creation, aesthetic experiences, ethical considerations, recovered the way how learns (and how teaches), in a dialectical process that favored the understanding of reality, in a movement of appropriation of art by science and art as a way to expand the understanding of science in the world. Thus, as one of the artistic languages, theater enhances the possibilities of dialogue between science and art, inserting itself in the field of a sensitive education, in the consideration of ethics, aesthetics, perceptions, emotions, motivations and interpersonal relationships, in the fruition of new/other meaning conferred to objects of study/teaching; it constitutes mediator materiality of constant recreation of the classroom scene – a privileged place of experimentation, transformation, renewal and (re) thinking about teaching and do teaching.
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Experiências formativas em contexto com professores que ensinam ciências nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2018-12-14) ROCHA, Paula Giselle da Costa; MATOS, Maria da Conceição Gemaque de; http://lattes.cnpq.br/9172622259885147; https://orcid.org/0000-0003-3026-5141
The dissertation contemplates the objective of conceptions investigated/ teachers visions about the teaching and practice in the early years of elementary school. These teachers are linked to a primary school in the municipality of Belém/PA. The research focuses on the qualitative delineation, guided by the narrative research approach, are involved in the field of research five teachers and the teacher (trainer). In the analysis of data it was Discourse Analysis, through which two categories emerged: teaching: reports of teachers from the initial years of elementary school; The view of the teachers from of the training workshop. There are signs of an attitude change towards the knowledge involved through the partnership built in the continuing training workshop for science teachers, and the production of the didactic product to give amplitude to future formations. We highlight the relevance of creating in the school itself and to distance itself from the obsolete teaching and learning print approach closer to the reality of the teacher. It is suggested that this be a crepito to advance in research in education, above all, to bring the teacher closer to the reflection of his own practices.
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Histórias para entender ciências na Amazônia: educação CTS a partir de temáticas regionais decoloniais no ensino fundamental
(Universidade Federal do Pará, 2022-11-25) RODRIGUES, Iris Caroline dos Santos; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
In the early years of elementary school, children question the world around them, begin to build their concepts and contact with science has an impact on their perception of the world. This study aimed to investigate and analyze the possibilities of a CTS Education in science teaching, from the insertion of decolonial regional themes in the Amazon, with 5th grade students. In this context, the present work is presented as a qualitative methodology, of the Teaching Case Study, with analysis of results by means of Discursive Textual Analysis (DAT). Which resulted in the creation of an Educational Product, in E-book format: Stories for understanding and teaching Science in the Amazon. It presents a collection of five stories based on themes and problems related to science teaching. Among the themes, the first story (When I discovered that the Milky Way was a gathering of tapirs) was selected to be developed with a class involving twelve 5th grade students in a private school in the city of Ananindeua/PA. The chosen text is oriented to the teaching of Astronomy, which, based on the study of Brazilian indigenous constellations, seeks a reflection on the consequences of industrial development and growth of cities on the observation of celestiais stars. As instruments for collecting information, we considered the productions made by the children, in the form of drawings and texts, in addition to the record of the teacher's observations during the development of the activities. Through the DTA for the interpretation of the data obtained, it was observed that the activity allowed the development of important principles of the STS Education, such as the problematization of social issues, contextualization and interdisciplinarity, the exercise of decision-making, in addition to the development of a critical and decolonial science teaching, from a reflection about the epistemological bases of scientific knowledge. Thus, the proposal of Science Teaching from the perspective of STS Education, based on a decolonial theme, proved to be possible and feasible, an alternative for the democratization of Science teaching in the Amazon.
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Narrativa, testemunho e memória do CCIUFPA: uma formação para identidade e profissionalidade docente
(Universidade Federal do Pará, 2023-06-27) MAGNO, Cleide Maria Velasco; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
With the purpose of writing a narrative about the Science Club of the Federal University of Pará (CCIUFPA) that is linked to the Institute of Mathematics and Scientific Education. Because it is a Club formally linked to teacher training programs and scientific initiation that transcends the physical space where it is located, experiences and learns from the most varied domains of knowledge throughout its history, it becomes a dense source of formative experiences for Brazil. In the North Region it was the first point of research to improve the teaching of Science and Mathematics. It is the space of reconnection between the teacherresearcher subject with the opportunity to do science with pleasure, sharing and passion. As a narrative researcher, I assume the place of witness to embrace a set of experiences that are the basis of the training carried out in this space. To this end, I sought in the authors JeanPhilippe Pierron, Martins Júnior, Edgar Morin, Jacques Le Goff, Diniz-Pereira, Antônio Nóvoa, Clandinin and Connelly, Gonçalves, Moraes and Galiazzi among others, the arguments to talk about testimony, narrative and memory that make history and science, as well as, in works produced about the CCIUFPA I sought clues for the construction of the present narrative. To compose the corpus of the research, in addition to documents, I counted on eight testimonies of teachers who made a training trajectory there, which were obtained by a Memory activator device (DAM). In the treatment and analysis of the information obtained I made use of the IRAMUTEQ software associated with Discursive Textual Analysis (DTA), listing emerging categories (Vortices I, II and III) from which it was made explicit that personal involvement, protagonism in learning, democratic environment and learning to do by doing, emerged as formative principles that were maintained over time, constituting a model of integral formation that enables the teacher to understand his identity and his practice in a dynamic that drives him to broaden his consciousness, his worldview and his practical and evaluative actions, elevating himself, the teachers, the CCIUFPA itself and the Brazilian Amazon. Such arguments make me defend the thesis that the systemic look based on testimonies registers, as a spiral, the evolutionary movement of formation, identity and teaching professionality undertaken at CCIUFPA, expressing formative principles of teachers to teach Sciences in contemporary times.
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Reflexões e contribuições do estágio supervisionado no curso de licenciatura em química da UFPA
(Universidade Federal de Mato Grosso, 2020-08) JESUS, Hebert Heitor Silva de; TOLOSA, Francisco Everdosa; FERNANDES, Adriano Caldeira
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O uso de situações-problema no ensino de ciências: perspectivas diferenciadas sob orientação CTS
(Universidade Federal do Pará, 2019-12-16) SANTANA, Elisangela Barreto; VALENTE, José Alexandre da Silva; http://lattes.cnpq.br/0655992254353831; https://orcid.org/ 0000-0001-9551-3498; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
The Thesis presented here resulted from an action research in collaboration with science teachers of a Assistance School of a Military Command of Belém, Rêgo Barros state of Pará, within the Collective of Study. The characteristics adopted are own the qualitative research. We had previously experienced in teacher training, using problem-situations that mediate the STS teaching approach, allowed us to think the possibility of its insertion in basic education, especially in the final years of elementary school. Thus, we propose to investigate in what terms the use of problem-situations contributes to science education, in the context of the STS approach, notably with regard to didactic and pedagogical aspects, in the context of a study group. involving teachers who teach science? We focus our aim on investigating the contributions that the use of problem-situations, mediated by the STS approach, brings to science education, in the final years of elementary school, with regard to the contributions to problematization, critical scientific literacy and the didactic and pedagogical aspects of the STS approach, namely we were interested in investigating the use of problem-situations as a didactic and pedagogical strategy. The research was conducted at the school, with about 1,200 students from 6th to 9th grade. Through four pedagogical projects, we use problem-situations to initiate and insert STS discussions, stimulating the development of autonomy, scientific literacy and critical thinking for decision making. The activities of the Group of Studies were held during three semesters and later, we follow the activities of teachers with students. During the research period, the teachers publicized their activities in events and periodicals in the area. For data collection we used the training diary, questionnaires, interviews and the audio and video recording of the meetings of the Group of Studies. We appropriated Discursive Textual Analysis as analysis strategy. Finally, from the experience we had, together with the teachers, it was possible to consolidate our hypothesis raised a priori, favoring the delineation of the thesis that “the resignification of the teaching and learning process is plausible in a collaborative context, in a democratic constructions, where teachers' experiences are the starting point, taking into account their demands and criteria as to what is acceptable, feasible and didactic and pedagogically consistent with their reality. Therefore, working with problem- situations has proven fruitful in the STS teaching approach, when it takes into account content needs, student needs and teachers' didactic and pedagogical of teachers”. We believe with this, that Science teachers, from different educational levels, will be able to meet proposals that allow their students an extended education, based on critical scientific literacy, with a view to citizen education. We have an empirical basis to believe in the possibility that a proposal like this can subsidize the practice of other teachers, inspiring and generating transformations in those who are concerned with their teaching practice.