scholarly journals Iniciação à docência em Física e as indagações dos estudantes da educação básica - um relato

2020 ◽  
Vol 11 (3) ◽  
pp. 289-300
Author(s):  
Pedro Donizete Colombo Junior ◽  
Daniel Fernando Bovolenta Ovigli ◽  
Sabrina Eleutério Alves
Keyword(s):  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Education Students ◽  
Physics Teaching ◽  
Interest In Science ◽  
The Face ◽  
The One ◽  
Didactic Strategies

Atividades extensionistas que visem propiciar a educação em ciências são cada vez mais presentes em discussões educacionais, sejam como forma de pensar novas roupagens para conteúdos programáticos ou para novos vieses metodológicos e de avaliação dos processos educativos. Este trabalho apresenta e discute a atividade “Pílula da ciência: o conhecimento está no ar!”, desenvolvida no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (PIBID/CAPES), junto a uma escola pública de Uberaba/MG, em parceria com o grupo PIBID-Física-UFTM, com ênfase em suas contribuições à formação dos envolvidos, licenciandos em Física. O objetivo da atividade desenvolvida foi promover uma dinâmica que permitisse, por um lado, ouvir as inquietações e indagações dos estudantes da Educação Básica frente às suas dúvidas em relação ao conhecimento científico e, por outro lado, proporcionar novas vivências em sala de aula por parte de pibidianos, professores em formação. Para tanto, estudantes da Educação Básica depositavam questionamentos (aqui denominados pílulas) sobre temas voltados às Ciências da Natureza em uma caixa de dúvidas, para posterior socialização das respostas em sala de aula com os pibidianos. Evidenciamos que ouvir e discutir as percepções dos estudantes frente à visão que estes têm do conhecimento científico é um caminho promissor para despertar seu interesse pela ciência, sendo os primeiros passos para o letramento científico, além de ser uma estratégia para sensibilizar os futuros professores a considerarem estas abordagens em suas futuras práticas pedagógicas. Palavras-chave: Ensino de Física; Iniciação à docência; Estratégias didáticas   Physics teaching initiation and the students´ questions in basic education - a report   Abstract: Extension activities that aim to provide science education are increasingly present in educational discussions, whether as a way of thinking about new approaches for curricular contents or new methodological biases and evaluation. This paper presents and discusses the activity "Pill of science: the knowledge is in the air!" developed under the Institutional Program of Initiation to Teaching Scholarship (PIBID/CAPES), at a public school in Uberaba, Brazil, in partnership with the PIBID-Physics-UFTM group, with an emphasis on their contributions to the training of those involved, undergraduates in Physics. The objective of the activity developed was to promote a dynamic that would allow, on the one hand, to listen to the concerns and questions of Basic Education students in the face of their doubts regarding scientific knowledge and, on the other hand, to provide new experiences in the classroom by teachers in training. To this end, Basic Education students deposited questions (here called "pills") about topics related to the Natural Sciences in a box of doubts, for later socialization in the classroom with the undergraduates in Physics. We show that listening and discussing students' perceptions of their view of scientific knowledge is a promising way to awaken their interest in science, being the first steps towards scientific literacy, in addition to being a strategy to sensitize future teachers to consider these approaches in their future pedagogical practices. Keywords: Physics Teaching; Teaching Initiation; Didactic Strategies

scholarly journals The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual

2021 ◽  
Vol 23 (1) ◽  
pp. 53-79
Author(s):  
Débora Luana Kurz ◽  
Everton Bedin ◽  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Elementary School ◽  
Scientific Knowledge ◽  
School Environment ◽  
Scientific Literacy ◽  
Basic Education ◽  
Early Years ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Research Perspective ◽  
Objects Of Knowledge

Background: One of the challenges in pedagogical practice in science in the initial years of elementary school (EF) is focused on developing objects of knowledge with an emphasis on scientific literacy. Objective: To investigate how the pedagogical practices of teachers of the 1st and 2nd grades of the elementary school contribute to promoting access and the development of scientific knowledge to educate a scientifically literate individual. Design: Ethnographic case study, through triangulation of data in a qualitative research perspective. Setting and Participants: Seven basic education women teachers who work in three different schools in the municipality of Vera Cruz/RS participated. Data collection: Observation and description in a logbook, questionnaires and interviews with teachers, as well as one student’s notebook and the official school document (Pedagogical Political Project). Results: The promotion of subsidies for access and mediation of scientific knowledge in teaching actions, although a significant portion of teachers has little corroborated the education of a scientifically literate individual. Conclusions: There must be actions aimed at continuing teacher education to favour significant school environment changes.

scholarly journals Formação de Professores: um Olhar para a Realidade e Possibilidades

2016 ◽  
Vol 17 (5) ◽  
pp. 432
Author(s):  
Mari Clair Moro Nascimento ◽  
Adriana de Araujo ◽  
Carla Mancebo Esteves Munhoz
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Assessment Process ◽  
Pedagogical Practice ◽  
The Gaze ◽  
Knowledge Extension ◽  
The One ◽  
The University

Este estudo, realizado a partir de pesquisa bibliográfica, tem como objetivo apresentar problemáticas a serem superadas na formação de professores, que atuarão na Educação Básica. Entre as problemáticas apontadas por estudiosos do tema, ressalta-se: a importância de superar as limitações acerca da dicotomia teoria e prática; poucas horas de vivências no estágio; não conhecerem as condições histórico-sociais do processo educacional;) não vivenciarem a interdisciplinaridade e; maneira como tem sido concretizado o processo avaliativo. O olhar se volta para a formação docente por se acreditar que não basta ao professor formador verbalizar a respeito de como precisa ser a atuação docente, mas proporcionar aos futuros professores a vivência de tais práticas, tendo em vista que essas possam ser utilizadas para a ampliação dos conhecimentos dos estudantes da Educação Básica, quando estiverem em suas funções. O texto apresenta também como se encontra a formação do professor formador, aquele que atua na universidade, por ser este o profissional que forma o professor que atua na Educação Básica. Para isso, ressalta-se a importância dos professores formadores proporcionarem práticas pedagógicas, que estejam amparadas na pedagogia participativa, aquela favorecedora à ampliação dos conhecimentos existentes. Palavras-chave: Formação de Professores. Formação Inicial e Continuada. Prática Pedagógica. AbstractThis study carried out from bibliographical research aims at presenting problems to be overcome in teacher´s training who will be working in basic education. Among the problems pointed out by the researchers, the following ones are emphasized: the importance of overcoming the limitations on the theory and practicing dichotomy, few hours’ experience ininternship, not knowing the historical and social conditions of the educational process, not experiencing interdisciplinary and the way the assessment process has been implemented. The gaze turns to the initial teacher´s training, for we believe that is not enough for the trainer teacher to verbalize on how it should be the teaching practice, but provide future teachers the experience of such practices, considering that these could be used for the future knowledge expansion of basic education students when they are in their roles.. The text also provides what the teachers’ trainer background is like, the one who works at the university. For this we emphasize the importance of teacher trainers providing pedagogical practices that are supported by participatory pedagogy, encouraging the existing knowledge extension. Keywords: Teacher’s Training. Initial and Continuing Teacher’s Training. Pedagogical Practice..

Science-Religion Dialogue

1995 ◽  
Vol 7 (1) ◽  
pp. 151-170
Author(s):  
Oskar Gruenwald ◽  
Keyword(s):  
The Other ◽  
European Conference ◽  
Interest In Science ◽  
Incomplete Knowledge ◽  
The Face ◽  
Science And Theology ◽  
The One ◽  
Knowledge Seeking ◽  
Current Science ◽  
The Universe

The Fifth European Conference on Science and Theology, held in Freising and Munich, Germany, 1994, exemplified the growing worldwide interest in science-religion dialogue. The keys to this dialogue care the emergmg linkages and interfaces among all the sciences, on the one hand, and the enigmatic complexity of questions concerning the origin, nature, and destiny of man and the universe, on the other. Both increasingly address issues of meaning values, and ultimate causes, which lie well beyond the ken of science as presently understood. Underlying the current science-religion dialogue is a sense of awe, humility, and wonder in the face of incomplete knowledge seeking understanding and transcendental faith seeking rational foundations.

scholarly journals Key Competencies of Physics Teachers

2020 ◽  
Vol 11 (1) ◽  
pp. 28
Author(s):  
Tingting Liu ◽  
Haibin Sun
Keyword(s):  
Curriculum Reform ◽  
Scientific Literacy ◽  
Basic Education ◽  
Literacy Education ◽  
Learning Ability ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Life Long Learning ◽  
Key Competencies ◽  
Physics Knowledge

In China, the main goal of basic education curriculum reform is to develop students' key competencies. The physics teaching directed by key competencies would not only aim at the memory and reappearance of physics knowledge but also the application of physics knowledge and methods. As teachers who guide students' learning and implement teaching activities, the improvement and development of their key competencies plays an important role in the development of students. The key competencies of physics teachers consist of physics literacy, education and teaching literacy, scientific literacy, humanistic literacy, information literacy, and life-long learning ability.

scholarly journals CASOS INVESTIGATIVOS PARA LA PROMOÇIÓN DE LA INTERDISCIPLINARIEDAD ENTRE LA ENSEÑANZA DE LAS CIENCIAS Y LA LITERATURA BRASILEIRA

PARADIGMA ◽  
2020 ◽  
pp. 602-615
Author(s):  
Lucas Peres Guimarães ◽  
Denise Leal De Castro
Keyword(s):  
Basic Education ◽  
Machado De Assis ◽  
Central Character ◽  
Science And Literature ◽  
Primary School Students ◽  
School Students ◽  
Brazilian Literature ◽  
Ethics Research ◽  
The One ◽  
Didactic Strategies

Este trabajo aborda una estrategia didáctica de un caso de investigación para promover la interdisciplinariedad entre la enseñanza de la ciencia y la literatura brasileña aplicada a los estudiantes de la escuela primaria en una escuela pública. Investigamos la dinámica de las interacciones entre los estudiantes de un caso de investigación inspirado en las "Memórias Póstumas de Brás Cubas" de Machado de Assis, centrado en el desarrollo de las habilidades argumentales desarrolladas por Toulmin. En las clases de ciencia y literatura los alumnos analizaron el caso de Brás Cubas, protagonista de la obra, y el problema retratado estaba relacionado con el personaje central que intentaba inventar "el yeso de Brás Cubas", con el fin de curar a toda nuestra melancólica humanidad. Este dilema es central en la obra original de Machado de Assis y, en nuestra estrategia, fue decodificado en el formato de una carta con la intención de proporcionar una mayor comprensión al público objetivo, entre 13 y 14 años. A partir de la transposición didáctica, realizada en este clásico de la literatura brasileña, los alumnos analizaron si los medicamentos pueden resolver todos los males de la humanidad, y también discutieron cuestiones sociales y científicas como la ética en la industria farmacéutica y los casos de depresión, ansiedad y el uso de medicamentos de forma no regulada. El caso de investigación se llevó a cabo durante las cinco clases y se analizaron las actividades para identificar la eficacia de la argumentación y la colaboración de los estudiantes en la resolución del caso. La resolución se desarrolló en las clases con el fin de proporcionar interdisciplinariedad, implicando la presentación de la obra de Machado de Assis, la relación fosfoetanolamina (caso real) y el yeso Brás Cubas (caso ficticio) y la rueda de conversación. Las estrategias didácticas como la que se aborda en este estudio pueden ayudar a los estudiantes de la educación básica a aprender y aplicar los principales conceptos y habilidades propuestos, adquiriendo una postura activa durante la resolución del problema propuesto.CASOS INVESTIGATIVOS PARA A PROMOÇÃO DA INTERDISCIPLINARIDADE ENTRE O ENSINO DE CIÊNCIAS E A LITERATURA BRASILEIRARe sumo sumosumoEste trabalho aborda uma estratégia didática de um caso investigativo para promover a interdisciplinaridade entre o ensino de ciências e a literatura brasileira aplicado aos estudantes do Ensino Fundamental de uma escola pública. Investigamos a dinâmica das interações entre os alunos a partir de um caso investigativo inspirado na obra “Memórias Póstumas de Brás Cubas” de Machado de Assis, focado no desenvolvimento da habilidade de argumentação desenvolvido por Toulmin. Durante as aulas de ciências e literatura os alunos analisaram o caso de Brás Cubas, protagonista da obra, e o problema retratado era relativo ao personagem central que tentava inventar “o emplasto Brás Cubas”, com o objetivo de curar toda nossa melancólica humanidade. Esse dilema é central na obra original de Machado de Assis e, em nossa estratégia, ele foi decodificado no formato de uma carta com a intenção de proporcionar maior compreensão ao público alvo, entre 13 e 14 anos. A partir da transposição didática, realizada nesse clássico da literatura brasileira, os estudantes analisaram se medicamentos podem resolver todos os males da humanidade, além disso discutiram questões sociocientíficas como a ética na indústria farmacêutica e os casos de depressão, ansiedade e o uso de medicamentos de modo desregrado. O caso investigativo foi realizado durante as cinco aulas e foram analisadas as atividades para identificar a eficácia da argumentação e da colaboração dos alunos na resolução do caso. A resolução foi desenvolvida nas aulas de modo a proporcionar a interdisciplinaridade, envolvendo apresentação da obra do Machado de Assis, relação da fosfoetanolamina (caso real) e o emplasto Brás Cubas (caso fictício) e roda de conversa. Estratégias didáticas como a abordada em este estudo pode ajudar os estudantes da educação básica a aprender e aplicar os principais conceitos e habilidades propostos, adquirindo uma postura ativa durante a resolução do problema proposto.Palavras-chave: Machado de Assis; questões sociocientíficas; ética farmacêutica, casos investigativosINVESTIGATIVE CASES FOR A PROMOÇÃO DA INTERDISCIPLINARIDADE BETWEEN OR ENSINO DE CIÊNCIAS E A LITERATURA BRASILEIRAThis work addresses a didactic strategy of an investigative case to promote interdisciplinarity between science teaching and Brazilian literature applied to primary school students in a public school. We investigate the dynamics of interactions between students from an investigative case inspired by the work "Memórias Póstumas de Brás Cubas" by Machado deAssis, focused on the development of argumentation skills developed by Toulmin. During science and literature classes the students analyzed the case of Brás Cubas, the protagonist of the work, and the problem portrayed was related to the central character who tried to invent"the Brás Cubas plaster", with the objective of curing allour melancholic humanity. This dilemma is central to Machado de Assis' original work and, in our strategy, it was decoded in the format of a letter with the intention of providing greater understanding to the target audience, between 13 and 14 years. From the didactic transposition, carried out in this classic of Brazilian literature, the students analyzed if medicines can solve all the ills of humanity, and also discussed social and scientific issues such as ethics in the pharmaceutical industry and casesof depression, anxiety and the use of medicines in an unregulated manner. The investigative case was conducted during the five classes and activities were analyzed to identify the effectiveness of the argumentation and collaboration of the students in solving the case. The resolution was developed in the classes in order to provide interdisciplinarity, involving the presentation of Machado de Assis's work, phosphoethanolamine relationship (real case) and the Brás Cubas plaster (fictitious case) and conversation wheel. Didactic strategies such as the one approached in this study can help students in basic education to learn and apply the main concepts and skills proposed, acquiring an active posture during the resolution of the proposed problem.Keywords: Machado de Assis; socio-scientific issues; pharmaceutical ethics;research cases

scholarly journals O ensino de Histologia e Neuroanatomia por meio de jogos e materiais didáticos: experiência extensionista de uma educação não-formal

2020 ◽  
Vol 11 (3) ◽  
pp. 301-313
Author(s):  
Isabelle Poleto Smentkoski ◽  
Letícia Sayuri Ribeiro Sazaka ◽  
Gabriela Mariano Tomé ◽  
Henrique Guilherme Santos Martins ◽  
Carolina Guarini Marcelino ◽  
...  
Keyword(s):  
Scientific Literacy ◽  
Professional Growth ◽  
Formal Education ◽  
Basic Education ◽  
Histological Section ◽  
Optical Microscope ◽  
Education Students ◽  
Teaching Materials ◽  
Model Visualization ◽  
The Brain

O ensino de Neuroanatomia e Neuro-Histologia pode ser facilitado pelo uso de jogos e materiais didáticos. No “Conhecendo o Cérebro 2019”, ação extensionista executada por alunos e docentes da instituição focando na divulgação científica, dois estandes apresentaram atividades lúdicas abordando Neuroanatomia e Neuro-Histologia. O objetivo desse trabalho é relatar as propostas e fornecer subsídios para sua réplica. A ação foi dividida em três etapas: explicação sobre o encéfalo, com mostra de peças anatômicas reais e modelo didático; visualização de corte histológico do encéfalo, por meio do microscópio óptico e modelo didático inclusivo; e jogos para reforçar as informações apreendidas. Como resultado, 335 estudantes da Educação Básica, universitários e pessoas do público geral visitaram o evento e interagiram com as propostas didáticas fornecidas nos estandes. Eles fizeram perguntas, manipularam os materiais didáticos e jogaram o Jogo da memória dos lobos cerebrais. Além dessa interação e contribuição para com a alfabetização científica da comunidade externa, ações que divulgam a ciência também são importantes para o crescimento intelectual e profissional dos alunos. Sugere-se que os materiais didáticos descritos no trabalho sejam utilizados como recurso pedagógico, a fim de facilitar o aprendizado de Neuroanatomia e Neuro-Histologia. Palavras-chave: Neurociências; Educação Básica; Ensino; Extensão Universitária   Teaching of Neurohistology and Neuroanatomy through games and didactics materials: extension experience of a non-formal education   Abstract: Teaching neuroanatomy and neurohistology can be facilitated by the use of games and teaching materials. In "Knowing the Brain 2019", an extension action carried out by students and teachers of the institution focusing on scientific dissemination,  two stands proposed recreational activities addressing neuroanatomy and neurohistology. The purpose of this work is to report the proposals and provide subsidies for their reply. The action was divided into three stages: explaining the brain with a sample of real anatomical pieces and a didactic model; visualization of a histological section of the brain through the optical microscope and an inclusive didactic model; and games to reinforce the information learned. As a result, 335 Basic Education students, university students, and the general public visited the event and interacted with the stands' didactic proposal. The visitors asked questions, manipulated the teaching materials, and played with the memory game of the lobes.  In addition to this interaction and contribution to the scientific literacy of the external community, actions that disseminate science are also important for students' intellectual and professional growth. It is suggested that the teaching materials described here can be used to facilitate neuroanatomy and neurohistology learning. Keywords: Neuroscience; Basic Education; Teaching; University Extension

scholarly journals O ENREDO DAS AULAS EXPERIMENTAIS NO ENSINO FUNDAMENTAL: CONCEPÇÕES DE PROFESSORES SOBRE ATIVIDADES PRÁTICAS NO ENSINO DE CIÊNCIAS

2020 ◽  
Vol 5 (1) ◽  
pp. 271-288
Author(s):  
Maria Eliane Oliveira da Silva ◽  
Paulo Roberto Brasil de Oliveira Marques ◽  
Clara Virgínia Vieira Carvalho Oliveira Marques
Keyword(s):  
Science Teachers ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Pedagogical Practices ◽  
National Context ◽  
School Planning ◽  
Public Elementary Schools ◽  
Main Factors ◽  
Systemic Network ◽  
Methodological Aspects

Resumo: A literatura especializada vem apontando mudanças no ensino de ciências e exprime a experimentação como uma alternativa para o processo de construção de saberes científicos por meio da reflexão e investigação. No contexto nacional, o cenário escolar mantém práticas pedagógicas ainda resistentes às mudanças relacionadas a alfabetização científica mediadas por práticas experimentais. Assim, a presente pesquisa objetivou investigar a concepção de professores de ciências sobre de implementação de práticas experimentais em escolas da rede pública de Ensino Fundamental. Com base nos aspectos metodológicos de uma abordagem qualitativa, os dados foram tratados por análise de conteúdo e organizados na perspectiva de uma rede sistêmica. Os resultados obtidos revelaram que os professores de ciências compreendem a importância da utilização da experimentação para construção de saberes científicos, porém, os planejamentos escolares não contemplam a inserção efetiva dessas atividades, tendo como principais fatores a falta de recursos e espaço próprio destinado à prática experimental.Palavras-chave: Ensino de Ciências; Práticas Experimentais; Professores de Ciências. Abstract: The specialized literature has pointed out changes in science education and expresses experimentation as an alternative to the process of building scientific knowledge through reflection and investigation. In the national context, the school scenario maintains pedagogical practices that are still resistant to changes related to scientific literacy mediated by experimental practices. Thus, the present research aimed to investigate the conception of science teachers about the implementation of experimental practices in public elementary schools. Based on the methodological aspects of a qualitative approach, the data were treated by content analysis and organized from the perspective of a systemic network. The results obtained revealed that science teachers understand the importance of using experimentation to build scientific knowledge, however, school planning does not include the effective insertion of these activities, having as main factors the lack of resources and proper space for experimental practice.Keywords: Science Teaching; Experimental Practices; Science Teachers.

scholarly journals The Swedish mass experiments — a way of encouraging scientific citizenship?

2016 ◽  
Vol 15 (01) ◽  
pp. Y01
Author(s):  
Dick Kasperowski ◽  
Fredrik Brounéus
Keyword(s):  
Secondary School ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Scientific Output ◽  
Deciduous Trees ◽  
Upper Secondary School ◽  
Acoustic Environment ◽  
Interest In Science ◽  
Hazardous Environments ◽  
Upper Secondary

Since 2009 Vetenskap & Allmänhet (Public & Science, VA) coordinates an annual mass experiment as part of ForskarFredag — the Swedish events on the European Researchers' Night. Through the experiments, thousands of Swedish students from preschool to upper secondary school have contributed to the development of scientific knowledge on, for example, the acoustic environment in classrooms, children's and adolescents' perception of hazardous environments and the development of autumn leaves in deciduous trees. The aim is to stimulate scientific literacy and an interest in science while generating scientific output. The essay discusses how the mass experiments can contribute to encouraging scientific citizenship.

scholarly journals Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil

Open Praxis ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 109 ◽  
Author(s):  
Andrea Da Silva Marques Ribeiro ◽  
Esequiel Rodrigues Oliveira ◽  
Rodrigo Fortes Mello
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Basic Education ◽  
Postgraduate Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Education Students ◽  
Educational Models ◽  
Face To Face

Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study’s main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers’ enrolment and use of the VLE itself.

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