O domínio do campo conceitual sobre processos de ensino e aprendizagem na formação inicial docente em ciências da natureza

• Ano de defesa: 2018
• Autor(a) principal: Spohr, Carla Beatriz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Bioquímica; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Aprendizagem significativa; Invariantes operatórios; Teorias implícitas de mediação; Professor reflexivo; Meaningful learning; Operative invariants; Implicit theories of mediation; Reflexive teacher; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/16528

This research proposes to analyze the domain of the conceptual field about teaching and learning processes of an academics group of natural sciences degree from UNIPAMPA, campus Uruguaiana-RS. A case study is presented with academics of natural sciences degree, which participated in the elaboration and development of Potentially Meaningful Teaching Units (PMTU) for the teaching of physics in basic education. Through the methodology of Discursive Textual Analysis will be presented an in-depth qualitative analysis of the progress of the schemes, especially, with regard to the operative invariants of undergraduates, through teaching situations proposed progressively and analyzed, according to theoretical references of meaningful learning theory, of conceptual fields and implicit theories. For such assays it is presented the conceptual field about processes of teaching and learning, in which it stands out the importance of initial formation period for the formation of reflexive teacher. Relevant aspects of this investigation points to consistent evidence of meaningful learning by the undergraduates, in which refers to conceptual field presented. This is evidenced by the gradual substitution of operative invariants that, progressively, have become true scientific knowledge according to the theoretical references adopted. By understanding that the period of teacher learning begins in initial formation and continues throughout the exercise of his profession, stands out the importance of continuing formation based on reflexion about the practice for continuous improvement of teaching and learning processes.