Navegando por Assunto "Teaching of science"

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Cibercultura e ensino de ciências: questões contextuais a partir da disciplina Tecnologia da Informação e Comunicação (tics) no curso de educação do campo ênfase, em ciências da natureza
(Universidade Federal Rural do Rio de Janeiro, 2019-12) CORDEIRO, Leonardo Zenha; CORREA, Juliane; FORMIGOSA, Marcos Marques
The text approaches the teaching of science, taking as reference the social and technical changes from the reality of the students of the Course of Field Education (emphasis in Nature Sciences), understanding the cyberculture as one of the fundamental elements to think about teaching and its changes in the current period. The proposal is part of a reflection based on the subject of Information and Communication Technology (ICTS), having as background the implications of these in the teaching of science, one of the disciplines that graduates of this course can act. The text seeks to make explicit conceptual and contextual elements in this field of study, cyberculture and science teaching present in the field education, in face of daily living in and outside the classroom, especially in the undergraduate course in Field Education, which is underway in the region of the Transamazônica highway and Xingu River, west of the state of Pará.The reflections point to the non-separation of school time and community time in the learning processes as an innovative element that is enhanced through the use of ICTs.
Acesso aberto (Open Access)
Formação docente e ensino de ciências nos artigos do grupo de trabalho de didática da ANPED de 2005 a 2011
(Universidade Federal do Pará, 2016-06) BRITO, Maria dos Remédios de; NASCIMENTO, Lucineide Soares do
In analyzing the articles published between 2005-2011 in GT Didactic ANPEd. The objectives are: a) capture the epistemological foundations that underlie discussions of researchers in the teaching and learning of science, and, b) provoke thought for the possible escape routes of a science education grounded in coping with chaos and difference. Methodologically the analysis was based on the philosophy of difference from the theories of Deleuze and Guattari and proposes a brief exercise in deconstruction / questioning of the foundations of modern thinking applied to education and that appear in these articles. The result demonstrates how the theories that support the items are linked to the thought of representation and that the Curriculum for / in science teaching produces an easing in confusing or precipitate the creation of "methodologies" Teaching from the scientific-theoretical propositions derived from psychology and sociology.