Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Tomkelski, Mauri Luís |
| Orientador(a): |
Fagan, Solange Binotto |
| Banca de defesa: |
Monserrat, Laura Alicia Geracitano,
Vestena, Rosemar de Fátima |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Centro Universitário Franciscano
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/587
|
Resumo: |
The systematize research d in this Dissertation was developed in the context of the Science and Mathematics Teaching Postgraduate Program, in the mood of an academic master's degree, and it had the purpose of highlighting the perspectives of insertion of Nano science / Nanotechnology topics emphasized by professors from the areas of Mathematics and Nature sciences of the High School level and Graduation course. To do so, by following a qualitative research approach, it was carried out an analysis of the set of national legal documents (Law of Guidelines and Basis, National Curricular Guidelines, National Curricular Parameters, Educational Guidelines, Resolutions and Opinions), in which this issue is envisaged. A semi-structured questionnaire was also applied to teachers who work with different curricular components at the middle and higher levels. Based on the content analysis conducted, three main perspectives were demonstrated, through which the topics of Nanoscience and Nanotechnology have been being inserted in the teaching practices of these teachers in Undergraduate level and High School: 1) basic approach to develop a content, in which the teacher makes use of the curriculum guidelines for science and math teaching and miscellaneous resources (audio-visual and bibliographic) to plan classroom activities; 2) integrated approach to a curricular content, from which the teacher draws on diverse resources as well as information sources to develop the contents in the classroom by using them directly in the activities with the students and in the course of the content approach Curricular; And 3) a supplementary approach to classroom activities, a perspective by which the teacher seeks to supplement classroom handlings with extra class activities through which students can deepen their knowledge. This approach generally consists of conducting researches or developing seminars on knowledge applications and science and technology products. It is concluded by presenting some propositions of strategies that can be implemented by the Universities and, therefore, creating favorable conditions to provide an initial and continuous training of teachers aiming the needs of Basic and Higher Education in Brazil. |
