scholarly journals A epistemologia de Ludwik Fleck na formação de professores de Ciências: um estudo de revisão de literatura das produções em programas de pós-graduação stricto sensu

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rodrigo Diego de Souza ◽  
Eloiza Aparecida Silva Avila de Matos
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Historical Perspective ◽  
Modern Science ◽  
Scientific Work ◽  
Theoretical Framework ◽  
Ludwik Fleck ◽  
Review Study ◽  
Science Teacher Training

Resumo: Este artigo insere-se nas discussões em torno da Formação de Professores de Ciências e busca responder a seguinte problemática: Em que contextos a Epistemologia de Fleck contribui para refletirmos sobre a formação de professores de ciências? O referencial teórico de Ludwik Fleck (1896 – 1961) apresenta a construção contínua da ciência na perspectiva sócio histórica tendo em vista o caráter colaborativo deste processo, indagando todos os pressupostos que permeiam o fazer científico e questionando o caráter acumulativo da ciência moderna. Nesse sentido, este trabalho articula o arcabouço teórico de Fleck à formação docente e apresenta as contribuições das pesquisas em programas de pós-graduação stricto sensu sobre a importância deste referencial para uma maior compreensão da formação de professores de ciências. Palavras-chave: Formação Docente. Ludwik Fleck. Ensino de Ciências. THE LUDWIK FLECK’S EPISTEMOLOGY IN SCIENCE TEACHER TRAINING: A LITERATURE REVIEW STUDY OF PRODUCTIONS IN STRICTO SENSU POSTGRADUATE PROGRAMS Abstract: This article is part of the discussions around Science teacher training and aims to answer the following question: in what contexts Fleck’s Epistemology contributes to reflect on the training of Science teachers? The theoretical framework of Ludwik Fleck (1896 - 1961) shows the continued construction of science in social and historical perspective given the collaborative nature of this process, questioning all assumptions that permeate the scientific work and questioning the cumulative character of modern science. In this sense, this work brings together Fleck’s theoretical framework and teacher training, as well as presents the contributions of research carried on in stricto sensu postgraduate programs on the importance of this reference for a greater understanding of training concerning Science teachers. Keywords: Teacher Training. Ludwik Fleck. Science Teaching.

scholarly journals DO LABORATORY ACTIVITIES CONTRIBUTE TO A CONTEMPORARY CONCEPTION OF SCIENCE IN INITIAL TEACHER TRAINING?

2019 ◽  
Vol 16 (32) ◽  
pp. 983-995
Author(s):  
K. VALENCIA ◽  
V. SANJOSÉ ◽  
T. TORRES
Keyword(s):  
Teacher Training ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Work ◽  
Cross Sectional Study ◽  
Service Science ◽  
Cross Sectional ◽  
Laboratory Activities ◽  
Science Teacher Training ◽  
Undergraduate Programs

In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.

scholarly journals INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING

2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Teaching Practice ◽  
Study Programme ◽  
Study Programs ◽  
Professional Science ◽  
The Difference ◽  
Science Teacher Training

The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.

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