Estágio em Química: o Meio Ambiente em um Ensino Contextualizado

2018 ◽  
Vol 19 (3) ◽  
pp. 344
Author(s):  
Carolina Dos Santos Saucedo ◽  
Everton Bedin
Keyword(s):  
Social Interaction ◽  
Life Experiences ◽  
Participant Observation ◽  
Moral Values ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Research Projects ◽  
Training Environment ◽  
Environmental Light ◽  
Pedagogical Literature

A prática pedagógica em sala de aula, quando desenvolvida em meio a competências, habilidades e diferentes ações docentes, relacionada aos contextos sociocultural, científico e ambiental do aluno se torna significativamente satisfatória para a constituição de um ser ético e reflexivo consigo e com o seu contexto? A problematização deriva da ideia de que há a necessidade de transformar o ensino tradicional, aquele pautado em práticas pedagógicas descontextualizadas e sem nexos à vivência do aluno, em um ensino vinculado a transformação deste, enquanto sujeito do seu próprio saber. Nesta perspectiva, o presente artigo tem o objetivo de apresentar e refletir sobre díspares atividades pedagógicas realizadas à luz do Meio Ambiente, dando-se ênfase à ação dos sujeitos como suporte para a construção de uma aprendizagem teórico-prática de cunho problematizador. Os dados coletados por meio da observação participante, do diário de bordo e das aplicações de práticas pedagógicas e projetos de pesquisa foram analisados e interpretados a partir de teóricos da área. No término, constatou-se que o desenvolvimento das atividades propostas foi suficiente para emergir a interação social e qualificar o desenvolvimento cognitivo dos sujeitos, assim como aperfeiçoar os saberes destes em relação ao Meio Ambiente e os valores éticos e morais da cidadania. Ademais, sugere-se aos professores a adoção da metodologia aqui descrita, pois esta foi significativa o suficiente para que os conhecimentos científicos de química se entrelaçassem de forma contextualizada a vivência do aluno à luz do tema Meio Ambiente.Palavras-chave: Formação Docente. Meio Ambiente. Estágios.AbstractThe pedagogical practice in the classroom, when developed in the midst of competences, skills and different teaching actions, related to the socio-cultural, scientific and environmental contexts of the student, becomes significantly satisfactory for the constitution of an ethical and reflexive being with himself or herself and with his or her context.The problem arises from the idea that there is a necessity to change the traditional way of teaching, which is related to non-contextualized pedagogical practices and with no connection to the student’s experiences of life, into a teaching bond on the transformation of students while subject of their own knowledge. In this sense, the article has as objective to present reflection about different pedagogical activities done underneath Environmental light, giving emphasis to the subjects’ actions to support the construction of theoretical-practical learning process with problematic character. The data were collected by the participant observation, throughout logbook, application of pedagogical practices and research projects, and after, they were analyzed and interpreted based on pedagogical literature. At the end of the work, it was verified that the development of the proposed activities was enough to reach social interaction and to qualify the subject’s cognitive development. Besides, it increased the student’s knowledge about the Environment, ethical and moral values of citizenship. Thus, it is suggested to the teachers the application of the methodology described here, considering that it was effective enough to embrace Chemical scientific knowledge and student’s life experiences beyond the Environmental perspective.Keywords: Teacher Training. Environment. Traineeship

scholarly journals The metaphor as a methodological alternative to investigate and reflect on the pedagogical practice in the teaching of reading and writing

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Grettel Valenciano-Canet
Keyword(s):  
Formal Education ◽  
Participant Observation ◽  
Belief Systems ◽  
First Grade ◽  
Research Process ◽  
Pedagogical Practices ◽  
Behavioral Approach ◽  
Pedagogical Practice ◽  
Teaching Of Reading ◽  
Object Of Study

This article synthesizes the results of a qualitative study, whose objective was to analyze the strategies that a first-grade teacher uses to promote the process of motivation of girls and boys in their class, towards learning to read and write. The metaphor technique is used as a methodological alternative in order to reflect on the pedagogical practice, also integrating the techniques of participant observation, interview and the theoretical foundations. A qualitative design was used, which was adapted to the object of study during the process. The article summarizes the analysis and discussion of the results, with the organization of the information, which is oriented to the elaboration of categories that give unity to the data collected during the research process, evidencing that the findings are conducive to the achievement of the objective presented. In conclusion, it is shown that the pedagogical practice of the teacher participating in this study is located in the positivist paradigm and the behavioral approach to learning. This view is contrary to the integral language proposal. It is considered important to carry out transformations in the Costa Rican formal education system. For this, it is necessary to reflect on pedagogical practices, which involve the belief systems, worldviews, and theoretical conceptions of teachers. Finally, it is worth mentioning that the author of the article is the researcher.

PROCESSO DE INCLUSÃO DE ESTUDANTES AUTISTAS NO ENSINO REGULAR

2021 ◽  
Vol 7 (1) ◽  
pp. 1-13
Author(s):  
Francília Sousa Meneses
Keyword(s):  
Autistic Spectrum Disorder ◽  
Participant Observation ◽  
Spectrum Disorder ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Autistic Spectrum ◽  
Regular Classrooms ◽  
Data Collection Instrument ◽  
Integral Development ◽  
Educational Inclusion

Autistic Spectrum Disorder (ASD) is characterized by compromising the communication and social interaction of individuals. Topic widely discussed in the process of educational inclusion, with regard to access and permanence of students. This review articleaimed to understand and discuss how the inclusion process of childrenwith Autistic Spectrum Disorder (TEA)occursin schools, considering the need for inclusion and the integral development of the autistic student inserted in regular classes. Thus, I present here a broad view of the concept of autism in order to understand how the teacher who works in regular education develops pedagogical practices in the work of inclusion of these students. The research methodology was carried out with a view to a qualitative approach, through bibliographic research and as a data collection instrument, non-participant observation of regular classrooms with autistic students was used. In general, some teachers have a pedagogical practice aimed at inclusion, promoting methodological strategies that contribute to the development and learning of autistic children. However, other teachers feel unprepared to deal with their autistic students

scholarly journals NAIVE WORLD AWARENESS IN THE PEDAGOGICAL PRACTICE OF HEALTHCARE PROFESSORS

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Bruna Pedroso Canever ◽  
Marta Lenise do Prado ◽  
Diana Coelho Gomes ◽  
Bruna Helena de Jesus ◽  
Vânia Marli Schubert Backes
Keyword(s):  
Data Collection ◽  
Healthcare Workers ◽  
Analytical Study ◽  
Participant Observation ◽  
Public University ◽  
Qualitative Approach ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Traditional Teaching ◽  
Pedagogical Practice

ABSTRACT Objective: to understand how Freire's naive world awareness is expressed in the pedagogical practices of healthcare professors using Shulman's base knowledge categories. Method: it is a descriptive, exploratory and analytical study, with a qualitative approach. Data collection occurred through open interviews and non-participant observation from May to December 2013, with the participation of 21 professors from a public university in the Southern Region of Brazil. Data systematization was based on the Minayo's operative proposal. Results: analysis led to a central category: "Naive world awareness of healthcare workers". Data were articulated with Shulman's base knowledge categories for teaching. Conclusion: the professors' pedagogical practice was still linked to traditional teaching, which encourages memorization, and to students' low participation and reflection on their educational process.

scholarly journals Resilient Research in the Field: Insights and Lessons From Adapting Qualitative Research Projects During the COVID-19 Pandemic

2021 ◽  
Vol 20 ◽  
pp. 160940692110161
Author(s):  
Syahirah Abdul Rahman ◽  
Lauren Tuckerman ◽  
Tim Vorley ◽  
Cristian Gherhes
Keyword(s):  
Qualitative Research ◽  
Social Interaction ◽  
Research Methods ◽  
Research Process ◽  
Qualitative Research Methods ◽  
Research Projects ◽  
Social Distancing ◽  
Face To Face ◽  
Building Resilience ◽  
Digital Methods

The onset of the COVID-19 pandemic has seen the implementation of unprecedented social distancing measures, restricting social interaction and with it the possibility for conducting face-to-face qualitative research. This paper provides lessons from a series of qualitative research projects that were adapted during the COVID-19 pandemic to ensure their continuation and completion. By reflecting on our experiences and discussing the opportunities and challenges presented by crises to the use of a number of qualitative research methods, we provide a series of insights and lessons for proactively building resilience into the qualitative research process. We show that reflexivity, responsiveness, adaptability, and flexibility ensured continuity in the research projects and highlighted distinct advantages to using digital methods, providing lessons beyond the COVID-19 context. The paper concludes with reflections on research resilience and adaptation during crises.

scholarly journals Análisis e implicaciones de los resultados de las prácticas pedagógicas de un docente líder en una prueba piloto de innovación en el proyecto Conectándonos

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Manuel Baltodano-Enríquez
Keyword(s):  
Participant Observation ◽  
Collaborative Work ◽  
Costa Rican ◽  
Learning Objectives ◽  
Pedagogical Practices ◽  
Teacher Leader ◽  
Pilot Test ◽  
Digital Resources ◽  
Open Questions ◽  
Didactic Planning

This article presents the results of a teacher leader’s pedagogical practices in a pilot test on innovation implemented in a Costa Rican primary school. The pilot test was conducted due to the need of renewing the technological equipment in schools belonging to Conectándonos MEP-FQT project run by the Department of Research, Development, and Implementation of the Ministry of Public Education and Quiros-Tanzi Foundation. This pilot test aimed to diagnose the pedagogical practices of a teacher leader through the exploration and use of didactic digital resources of Clamshell-type laptops and an interactive projector. This equipment was used to favor the teacher’s pedagogical mediation through the access, selection, and use of didactic digital resources. To collect the information, we used non-participant observation guides, a questionnaire with open questions, and a bibliographic review of the teacher’s didactic planning. The systematization of the observation guides permitted to put in evidence, naturally and concretely, the aspects covered by the objectives of the study. The information was analyzed with a qualitative approach of phenomenological type. This approach defined categories and subcategories that, later, were linked to establish coincidences, similarities, differences, and the presence or absence of terms and phrases. Likewise, the data were interpreted to relate the information collected through the analysis and the theoretical patterns. This interpretation permitted, afterwards, to reflect on the studied categories. Finally, the main conclusion drawn from the pilot test was that the collaborative work between students was promoted and the learning objectives in the didactic planning drawn up by the teacher were achieved. 

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

scholarly journals Concepts and research areas of health pedagogy

2021 ◽  
Vol XII (1 (34)) ◽  
pp. 167-182
Author(s):  
Anna Gaweł
Keyword(s):  
Social Sciences ◽  
Social Health ◽  
Pedagogical Practice ◽  
Research Areas ◽  
Health Goals ◽  
Social Pedagogy ◽  
Theoretical Support ◽  
The Subject ◽  
Pedagogical Literature ◽  
Theoretical Foundations

In pedagogical literature health pedagogy is trated as a subdiscipline of pedagogy, within which the theoretical foundations of modern health education are created. It has theoretical support in classical social pedagogy. The subject of research of health pedagogy is interdisciplinary and it covers issues related to a social health reality, which are analyzed from a pedagogical perspective and on the basis of the assumptions of modern philosophy of health and in connection with the achievements of medical and social sciences in the areas related to the protection and promotion of health. The article presents the formation of the theoretical foundations of pedagogical practice focused on health goals and the concepts and methods of practicing health pedagogy that are emerging today.

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Being Privileged Overseas: Taiwanese People in Jakarta (海外優勢移民：雅加達的台灣人)

2016 ◽  
Vol 10 (2) ◽  
pp. 207-231
Author(s):  
Ping Lin (林平)
Keyword(s):  
Pilot Study ◽  
Southeast Asia ◽  
International Migration ◽  
Social Mobility ◽  
Life Experiences ◽  
Participant Observation ◽  
Production Costs ◽  
Overseas Chinese ◽  
Taiwanese People ◽  
Firm Relocation

During the 1980s, many Taiwanese firms moved to the prc or Southeast Asia due to rising production costs in Taiwan. This trend of firm relocation caused many Taiwanese people to move to the prc or Southeast Asia as entrepreneurs, firm managers, or accompanying family members. While many studies have explored the experiences of Taiwanese immigrants in the prc, studies on the lives of Taiwanese people in Southeast Asia are still limited. This pilot study is based on my fieldwork in Jakarta, Indonesia in 2015. Through conducting 24 interviews and participant observation of Taiwanese people affiliated with the Jakarta Taipei School (hereinafter jts), I argue that a certain number of Taiwanese people live their lives as ‘privileged migrants’ in Jakarta as most respondents lead a life that is of significantly higher quality than most locals. Those who marry rich Sino-Indonesians are accorded a status higher than what was available to them in Taiwan. Their life experiences show the intertwining relationship between international migration and social mobility. While some studies have suggested the importance of ethnic affinity in the process of integration, respondents’ complicated perception on the native Indonesians and Sino-Indonesians predicts that more studies on the issue of ethnicity in the field of privileged migration and overseas Chinese are necessary. 由於生產成本上升，台灣很多勞力密集產業自1980年代起便遷往中國大陸或東南亞地區。這樣的產業遷移吸引不少台灣人以企業經營者、高階管理人，或隨行家屬的身分前往相關國家。當不少研究關注移居中國大陸的台灣人時，關於台灣人在東南亞生活現狀的討論卻是非常有限。這份研究是以筆者2015年在雅加達針台北學校進行田野調查的資料為基礎，經過初步分析之後完成。藉由對24位受訪者進行訪談及參與觀察，筆者認為不少台灣人在當地享有相當優渥的生活。與當地華人通婚的受訪者，更擁有在台灣無法獲得的生活條件與發展機會。這些受訪者的遷移經驗顯示，社會階層的向上流動是有可能與地理邊界的跨國流動發生連結。此外，受訪者對印尼華人與印尼原住民的不同反應，更顯示族群因素依然是優勢移民及海外華人研究的重要議題。 (This article is in English.)

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