Planejamento didático na formação inicial de professores de ciências com a metodologia ativa revisão por pares

• Ano de defesa: 2022
• Autor(a) principal: Camillo, Cintia Moralles
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Atividades experimentais; Curso de extensão; Exercícios; Metodologia ativa; Peer review; Experimental activities; Extension course; Exercises; Active methodology; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/26815

This study meets the needs of initial teacher training regarding the implications of interdisciplinary and contextualized teaching and learning practices, with the use of active methodologies. In view of this, a virtual extension course was prepared for academics of the degree courses in Natural Sciences and similar, with a view to providing the union of theory with practice. Thus, in this thesis, it was investigated how the teacher in initial training plans a class with experimental activities and interdisciplinary and contextualized exercises, associated with the active methodology Peer Review (MARP). 29 undergraduates from several federal universities in Brazil participated in the course, offered in November and December 2021. The research is exploratory, with a qualitative approach, as it encompasses a systematic literature review, bibliographic, documentary and content analysis, and quantitative with reliability statistics. The practical activities took place in a virtual way with the purpose of awakening knowledge and doing, through didactic planning with interdisciplinary and contextualized activities, using the MARP. There were seven synchronous meetings and asynchronous moments where we sought to link Science teaching with MARP, using technological resources and tools. It was identified the difficulty and challenges of undergraduates in developing a didactic plan, due to the lack of knowledge. However, it was found that MARP was a fundamental driver for the understanding of didactic planning, as well as for leveraging the importance of didactic activities through interdisciplinary and contextualized exercises and experimental activities, offering a new vision to the teacher in training. In this sense, the results point to the need for new approaches to be inserted in teacher training, to build a new path to overcome existing gaps. It is expected that the results obtained in this thesis will contribute to the initial training of teachers, awakening new perspectives and reflections on didactic planning with proposals for interdisciplinary and contextualized exercises and experimental activities. As well as, for the awakening of the use of active methodologies for teaching and learning, and the valorization of the conceptual, procedural, and attitudinal contents, essential for the teaching of Science