Navegando por Assunto "Scientific education"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
Cinema como escola de vida: a propósito das películas de ficção científica
(Universidade Federal do Pará, 2022-02-18) OLIVEIRA NETO, José Augusto de Jesus de; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
The language of cinema presents possibilities that allow us to evoke the human fascination for images, something we’ve inherited from photography itself, and it also provides a multiple, collective and individual experience when we think about the environment where it occurs, be it a movie theater or the screen of a smartphone. These qualities ignite in us the identification-projection, a process through which we project our own selves on the characters who, in their turn, come alive through us. This work reflects on how cinema, through film, promotes learning that goes beyond the action of making school content and scientific concepts didactic, when we amplify the conceptual expression of Edgar Morin of cinema as a school for life. Such a reflection is carried out through bibliographical research starting from Edgar Morin’s studies on cinema and the Brazilian post-graduate scientific production on the topic, especially as it concerns science fiction in the teaching of school science. Eventually, discussing the movie Contagion (2011), we endeavor to understand, through reflections which seek to provide answers to the covid-19 sanitary crisis, what the cinema school of life can teach us through the narrative of a pandemic scenario which projects realities based on the imagery of a future that has already arrived.
Acesso aberto (Open Access)
Clube de ciências da UFPA e docência: experiências formativas desde a infância
(Universidade Federal do Pará, 2015-05-15) LIMA, Daniele Dorotéia Rocha da Silva de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
The Science Club and Teaching of Federal University of Pará: formative experiences since childhood composes a narrative qualitative research approach, where I seek senses and meanings expressed in reports of eight graduates subjects of the Science Club, once my interest is to investigate memories of former students who are now teachers: What research experiences from graduation were important for their training? What may be significant for an understanding of the scientific knowledge? What experiences may facilitate the understanding and the transformation of a way of being and living in teaching? In other words, the intention is to reflect on what experiences were valued by the subjects in reference to how they construct and modify their way of being teaching in the present, to understand that the narrative research in education processes of these subjects is helpful in order to reflect on the contextualization of the past in their present. Thus, to involve multiple relationships referring to the formation of their scientific initiation, I use, as a research tool, narrative interviews, in order to circulate the narrative accounts as a possibility to expand knowledge and understanding in a movement in which the narrative is constituted on a way to comprehend their experience, where education takes place in a training area that is full of experiences and living. This research intends not only to perceive the subjects themselves, but to understand the relationships in interaction with their peers, with their own practice, with the content of science teaching, with the movement from the past to the present and from the present to the past, to rescue their memories. The thesis is organized into 3 axes of analysis: TIME AND LEARNING SPACES: a formative ambience in CCIUFPA graduates memories; AMONG SNAKES, ELECTROMAGNETISM, NEWTON DISCS AND ELETRIC EELS: the Science Club and the construction of scientific knowledge and THE SIGNIFICANT EXPERIENCES IN THE CONSTRUCTION OF A DIFFERENT TEACHING PRACTICE: to be and to do in the present. The analysis leads me to ponder that the experiences are formative elements capable of moving us toward new searches, confirming us as historical and social creatures. In this narrative tune, it is evident that the contextual education with a view to critical citizenship requires the interrelationship between scientific culture and humanistic culture. Ultimately, I assume that we are made up of living memories, which is full of brands, values and mores of groups that we did / do / will do participate in multiple relationships related to the building of our individual and collective identity. In addition, the narratives indicate the Science Club as an appropriate area, which in institutional history, can make a difference in the training path of children, youth and future teachers, the becoming of how our life is influenced by the institutions in which we have passed, in special, which deals about what we learned and what we teach.
Acesso aberto (Open Access)
Clube de ciências de Cametá: histórias (re)escritas para a educação científica e formação docente
(Universidade Federal do Pará, 2020-10-28) PINA, Eridete Arnaud de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this qualitative research, of narrative approach, i investigate formative experiences lived by the participants of the Clube de Ciências de Cametá (Cametá's Science Club), created on the early 90’s. This epistemological option of research has given me theoretic and methodological conditions to investigate the experience, which history of this educative space, i organize by the rescue of memories of it’s members, the ones which i pass to analyse through the Textual Discursive Analysis, which permits me, by the means of similarity and recurrences to analyse the senses and meanings of the experiences lived by the research collaborators. I seek to investigate to understand in what terms formatives experiences lived in a Science Club, can contribute for a scientific education, to teacher’s formation and boost the (re) nucleation of a educative space with that goals. I analyse the experiences related and their contributions for the scientific education and docent formation , looking for boost the (re) nucleation of a space of juvenile child's scientific initiation and teacher formation in Science. The memorialistic reports provides us too, rebuild/systematize the history of Cametá’s Science Club and discuss analytically five emergent categories: i) New/Another vision of teaching; ii) Movements of Teacher Formation; iii) Continuous formation of basic education to beyond the Club’s wall; iv) Teaching with research: course to scientific initiation; v) Teaching Experiences that can be redefined/rebuilt for the Schools today. By the done analysis, i conclude that of the experiences in the Club can be evidenced as principles of teacher formation principles and for scientific education, turned on the development of critical thinking as facilitator for scientific literacy, and that formative experiences, can serve as base for a (re) nucleation work of a formative space for students and science teachers. Inserted to this dissertation, is the educational product “Once upon a time the Cametá’s Science Club”, a e-book in what i relate briefly about the history of the Cametá’s Science Club, i present examples of developed activities by the Club and by the school which that can serve as model and encourage for making classroom research that can be developed under the school space today and i give forwarding and suggestions for creation of Science Clubs in Schools of Basic Education.
Acesso aberto (Open Access)
O espaço não formal e o ensino de ciências: um estudo de caso no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2018-12-06) OLIVEIRA, Endell Menezes de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
At every moment, other ways of doing and thinking about teaching knock at the doors of schools and invite them to rethink their relationship with the community. The non-formal spaces of education, increasingly, have been a field of research in the area of science education. The Science Museums become attractive spaces for the general public and especially the school, where teachers seek other ways to teach and enhance learning in basic education. In this perspective, the objective of this work was to analyze how science teaching occurs in the Center of Sciences and Planetarium of the State of Pará (CCPP). The work has a qualitative approach, using as a strategy the case study (single and holistic), and to describe and analyze the data was used Discursive Textual Analysis (DTA). The research subjects are undergraduates (biology, physics and chemistry) who act as monitors in the CCPP. From the data obtained it is observed that the division between formal/non-formal/informal science education is a tenuous and permeable line that allows characteristics to transcend the hermetic definitions of the literature of the area. It has been found that there are many formal/informal characteristics in non-formal science education. The teaching of hybrid science emerges in the research as a possibility of mixing spaces, public, methodologies, objectives and primary and secondary characteristics. It is considered with the discussion that the field of non-formal science teaching comes without constituting as an area of exponent research and of inevitable encounter for schools, universities and for society as a whole.
Acesso aberto (Open Access)
Metodologias ativas de aprendizagem possíveis ao ensino de ciências e matemática
(Universidade Federal de Mato Grosso, 2020-08) ROCHA, Carlos José Tridade da; FARIAS, Sidilene Aquino de
This article is the result of a postdoctoral internship in science and mathematics teaching at the Federal University of Amazonas, and aimed to identify and specify active learning methodologies, considering a set of contextualized practices and techniques, viable to science teaching and mathematics. For this, a qualitative approach methodology with descriptive research characteristics was used. The constitution of the data, comprised the period from 2015 to 2020, selecting texts with direct relations with the theme, through analysis of Systematic Literature Review (SLR). The results identified seventeen active methods that value and are related to student autonomy and protagonism, thus contributing to the study of the theme by teachers and / or teacher trainers, and to the strengthening of scientific education. The active methodologies are represented mainly by models of learning based on projects, collaborative activities and solution of real problems, taking advantage of technological resources, having high pedagogical potential.