Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
FLÔR, Palloma Rayane Cordeiro
 |
| Orientador(a): |
FIRME, Ruth do Nascimento |
| Banca de defesa: |
GUEDES, Marília Gabriela de Menezes,
LIMA, Analice de Almeida,
SILVA, Suely Alves da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7409
|
Resumo: |
In this dissertation we have the objective of analyzing teacher knowledge mobilized by science teachers when working with the CTS approach. We followed a qualitative approach and we counted on the participation of three professors of the area of Sciences of the Nature, two with formation in Chemistry and one in Biological Sciences. For the composition of the instruments, we applied the application of two questionnaires and a focus group interview. There were four methodological procedures: questionnaire application (questionnaire A) to map the teachers who were interested in participating in the research; application of a questionnaire to understand the conceptions of science teachers about the CTS approach (questionnaire B); focus group interview with the intention of characterizing teacher knowledge mobilized by science teachers when they elaborate and discuss lesson plans about the CTS approach; and observation of the development of the lesson plan with CTS approach by one of the teachers. In order to analyze the empirical corpus, we base the assumptions of Bardin's Content Analysis (2010). Based on the analyzes undertaken, we identified that the three teachers have adequate conceptions about the STS approach regarding the understanding of the nature of science, the process of teaching and learning and education through science, as well as about objectives, contents, didactic strategies, some advantages and disadvantages of this approach. As for the teachers' knowledge mobilized by the science teachers in the elaboration of the CTS approach, we identified teacher knowledge related to vocational training, the theoretical materials on this approach that supported the planning of the classes, and the experience acquired in the experience of these teachers with approach in their classrooms. Regarding the development of the CTS approach, taking into account that it was based on only one of the plans, we identified that the teachers' knowledge mobilized came from vocational training, from the texts on the CTS approach, from experience in the profession and from Life stories. Thus, it was possible to identify that the knowledge of science teachers when planning and developing science teaching with CTS approach are heterogeneous and not from a single source, but are unified in the planning and development of the same in the classroom. |
