Análise de conhecimentos e habilidades sobre natureza da ciência de professores de Química em formação inicial durante participação em um grupo colaborativo

• Ano de defesa: 2016
• Autor(a) principal: Cristiane Martins da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação Conhecimento Inclusão Social; Educação; Professores Formação; Ciencia Estudo e ensino; Professores de quimica
• Link de acesso: http://hdl.handle.net/1843/BUBD-ADJN28

Several studies indicate that the educational nature of science (NC), provides the student with a mellhor understanding of science and its influence on society, favoring therefore the formation of critical citizens and scientifically literate. Thus, it is necessary that the NC teaching is present effectively in discussions in class. Therefore, it is important that the teacher has appropriate knowledge of NC and get abordao them in the classroom. However, the literature shows that most teachers have inadequate and confused knowledge of NC. In addition, many teachers ignore discussions of NC, or introduce inappropriately in their practices in the classroom, thus propagating inadequate science views on students. Thus, this study aims to analyze the development of knowledge and skills in two chemistry teachers in training in NC when they were involved in an initial training program that was developed in a collaborative group. The training course took place in a public university in a period of one year and a half and was aimed at the initial training of future teachers on NC and the development of their actions for the introduction of NC in the classroom. In order to achieve our goal, we follow the meetings held in the course of training and classes given by both licenciandas in high schools. All meetings and the final classes of licenciandas were recorded on video. The materials produced and licenciandas reflection of portfolios were collected. The structuring of data from multiple sources, provided us prepare case studies that show the processes experienced in the course of formation and implementation of activities in the classroom. To facilitate the analysis, we use the model of Knowledge and Skills Teacher Professional, a reference on knowledge of teachers, resulting from consensus among leading international researchers. In particular, we look at two categories of knowledge that encompass the entire process of preparation of teaching units and application in the classroom: specific professional knowledge of NC; encompassing the knowledge necessary for planning teaching units on NC; and practice in the classroom, corresponds to the teaching of teacher action and the ability to conduct discussions on NC classroom. The results indicate that participation in the collaborative group contributed to the licenciandas develop knowledge and skill on Nc of licenciandas. The conclusions of this work presents contributions and NC skills of licenciandas. The findings of this study have significant contributions to the training of teachers, regarding the organization and situaçãoes planning initial training in this area; and the NC teaching, regarding the identification of NC expertise to teachers effectively include NC in science education.