Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes
Ano de defesa: | 2016 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Sergipe
|
Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
|
Departamento: |
Não Informado pela instituição
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://ri.ufs.br/handle/riufs/5099 |
Resumo: | The study of didactic models may represent a useful tool to reflect on educational planning, it allows to establish a link between the theoretical aspects of the teaching and learning process and the intervention in the classroom itself. This study was based on didactic models proposed by Garcia Perez (2000) in his studies, they are: traditional, technological, the spontaneist and research at school (alternative). The main objective of the research was to find out what the teaching models used by biology teachers from public schools and their importance in the cognitive development of students. We have the following questions: Will have teachers a teaching / educational reference model? If so, which ones? Are these teaching models being used in the classroom allow students to take ownership of knowledge? As a theoretical framework, we try to address the main characteristics of the teaching models proposed by García Pérez, because this researcher is a world reference in this subject. We also approach on the implementation of educational models in the teaching of biology; on motivation for learning; about developments in the teaching of biology; teacher training; educational planning; and educational evaluation, citing authors such as: Garcia Perez; Myriam Krasilchik, Develay, Carvalho and Gil-Pérez, Libâneo, Bachelard, Charlot, Luckesi, among others. The methodology used is to qualitative research, which has a descriptive character of a case study. The following techniques and collection instruments were used: exploratory research; semi structured interview; observation and questionnaires. For this purpose, were used as research subjects six Biology teachers from two schools of the state of Aracaju. It was observed using the collected data that many of the teachers had knowledge about teaching models and these are present in the syllabus of these teachers. As for the schools surveyed, it was observed lack of some resources and infrastructure for the development of educational practices of these teachers. Regarding the pedagogical procedures, we found a similarity of teaching models used by them, especially when they working in the same school teachers. It can be concluded from this that all models have importance in the teaching practices and that they are not used in full in the teaching of these teachers. |
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Cunha, Luciene Costa Santana daSilva, Veleida Anahí dahttp://lattes.cnpq.br/88418258100693142017-09-26T18:14:55Z2017-09-26T18:14:55Z2016-06-22CUNHA, Luciene Costa Santana da. Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes. 2016. 103 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016.https://ri.ufs.br/handle/riufs/5099The study of didactic models may represent a useful tool to reflect on educational planning, it allows to establish a link between the theoretical aspects of the teaching and learning process and the intervention in the classroom itself. This study was based on didactic models proposed by Garcia Perez (2000) in his studies, they are: traditional, technological, the spontaneist and research at school (alternative). The main objective of the research was to find out what the teaching models used by biology teachers from public schools and their importance in the cognitive development of students. We have the following questions: Will have teachers a teaching / educational reference model? If so, which ones? Are these teaching models being used in the classroom allow students to take ownership of knowledge? As a theoretical framework, we try to address the main characteristics of the teaching models proposed by García Pérez, because this researcher is a world reference in this subject. We also approach on the implementation of educational models in the teaching of biology; on motivation for learning; about developments in the teaching of biology; teacher training; educational planning; and educational evaluation, citing authors such as: Garcia Perez; Myriam Krasilchik, Develay, Carvalho and Gil-Pérez, Libâneo, Bachelard, Charlot, Luckesi, among others. The methodology used is to qualitative research, which has a descriptive character of a case study. The following techniques and collection instruments were used: exploratory research; semi structured interview; observation and questionnaires. For this purpose, were used as research subjects six Biology teachers from two schools of the state of Aracaju. It was observed using the collected data that many of the teachers had knowledge about teaching models and these are present in the syllabus of these teachers. As for the schools surveyed, it was observed lack of some resources and infrastructure for the development of educational practices of these teachers. Regarding the pedagogical procedures, we found a similarity of teaching models used by them, especially when they working in the same school teachers. It can be concluded from this that all models have importance in the teaching practices and that they are not used in full in the teaching of these teachers.O estudo dos modelos didáticos pode representar um instrumento útil para refletir sobre o planejamento de ensino, pois permite estabelecer um vínculo entre os aspectos teóricos relativos ao processo de ensino e aprendizagem e a intervenção em sala de aula propriamente dita. O presente trabalho baseou-se nos modelos didáticos propostos por Garcia Pérez (2000) em seus estudos, são eles: o tradicional, o tecnológico, o espontaneísta e o de investigação na escola (alternativo). O objetivo principal da pesquisa foi o de descobrir quais são os modelos didáticos utilizados pelos professores de Biologia das escolas públicas e sua importância no desenvolvimento cognitivo dos alunos. Como problemática temos as seguintes questões: será que os professores têm um modelo pedagógico/didático de referência? Se sim, qual ou quais? Esses modelos didáticos que estão sendo utilizados na sala de aula permitem aos alunos se apropriarem do conhecimento? Como referencial teórico, procuramos abordar as principais características dos modelos didáticos propostos por García Pérez, visto que este pesquisador é referência mundial neste tema. Abordamos também sobre a aplicação dos modelos didáticos no ensino de Biologia; sobre a motivação para a aprendizagem; sobre a evolução no ensino da Biologia; formação docente; planejamento de ensino; avaliação de ensino; citando autores, como: Garcia Pérez; Myriam Krasilchik, Develay, Carvalho e Gil-Pérez, Libâneo, Bachelard, Charlot, Luckesi, dentre outros. A metodologia utilizada trata-se de uma pesquisa qualitativa, que possui um caráter descritivo do tipo estudo de caso. Para isso foram utilizadas as seguintes técnicas e instrumentos de coletas: pesquisa exploratória; entrevista semiestruturada; observação e questionários. Para esse fim foram utilizados como sujeitos da pesquisa seis professoras de Biologia de duas escolas da rede estadual de Aracaju. Observou-se quanto aos dados coletados que boa parte das professoras tinha conhecimento sobre modelos didáticos estando estes presentes no plano de ensino dessas professoras. Quanto às escolas pesquisadas, observou-se falta de alguns recursos e falta de estrutura para o desenvolvimento das práticas educativas dessas docentes. Em relação ao fazer pedagógico dessas professoras, verificou certa semelhança dos modelos didáticos utilizados por elas, principalmente quando se tratava de professores da mesma escola. Pode-se concluir com isso, que todos os modelos têm sua importância no fazer pedagógico dessas professoras e que os mesmos não são utilizados de forma integral na didática dessas docentes.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de SergipePós-Graduação em Ensino de Ciências e MatemáticaUFSBrasilEnsino de biologiaDidáticaEnsino - PlanejamentoFormação de professoresModelos didáticosPlanejamento de ensinoModelos didáticos no ensino de biologiaMotivação para a aprendizagemTeaching planningDidactic models in biology teachingMotivation for learningTeacher trainingDidactic modelsCIENCIAS HUMANAS::EDUCACAOModelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALLUCIENE_COSTA_SANTANA_CUNHA.pdfapplication/pdf1908189https://ri.ufs.br/jspui/bitstream/riufs/5099/1/LUCIENE_COSTA_SANTANA_CUNHA.pdf8bd54b11bb1cf8b443af2d8d57b4e9c1MD51TEXTLUCIENE_COSTA_SANTANA_CUNHA.pdf.txtLUCIENE_COSTA_SANTANA_CUNHA.pdf.txtExtracted texttext/plain223491https://ri.ufs.br/jspui/bitstream/riufs/5099/2/LUCIENE_COSTA_SANTANA_CUNHA.pdf.txta400df9d883149dd53df54c9b0773dbfMD52THUMBNAILLUCIENE_COSTA_SANTANA_CUNHA.pdf.jpgLUCIENE_COSTA_SANTANA_CUNHA.pdf.jpgGenerated Thumbnailimage/jpeg1345https://ri.ufs.br/jspui/bitstream/riufs/5099/3/LUCIENE_COSTA_SANTANA_CUNHA.pdf.jpg3578385b7b4ff77bf22ab4e7937ffc23MD53riufs/50992017-11-28 17:18:56.381oai:ufs.br:riufs/5099Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-28T20:18:56Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes |
title |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes |
spellingShingle |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes Cunha, Luciene Costa Santana da Ensino de biologia Didática Ensino - Planejamento Formação de professores Modelos didáticos Planejamento de ensino Modelos didáticos no ensino de biologia Motivação para a aprendizagem Teaching planning Didactic models in biology teaching Motivation for learning Teacher training Didactic models CIENCIAS HUMANAS::EDUCACAO |
title_short |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes |
title_full |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes |
title_fullStr |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes |
title_full_unstemmed |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes |
title_sort |
Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes |
author |
Cunha, Luciene Costa Santana da |
author_facet |
Cunha, Luciene Costa Santana da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cunha, Luciene Costa Santana da |
dc.contributor.advisor1.fl_str_mv |
Silva, Veleida Anahí da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8841825810069314 |
contributor_str_mv |
Silva, Veleida Anahí da |
dc.subject.por.fl_str_mv |
Ensino de biologia Didática Ensino - Planejamento Formação de professores Modelos didáticos Planejamento de ensino Modelos didáticos no ensino de biologia Motivação para a aprendizagem Teaching planning Didactic models in biology teaching Motivation for learning Teacher training |
topic |
Ensino de biologia Didática Ensino - Planejamento Formação de professores Modelos didáticos Planejamento de ensino Modelos didáticos no ensino de biologia Motivação para a aprendizagem Teaching planning Didactic models in biology teaching Motivation for learning Teacher training Didactic models CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Didactic models |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The study of didactic models may represent a useful tool to reflect on educational planning, it allows to establish a link between the theoretical aspects of the teaching and learning process and the intervention in the classroom itself. This study was based on didactic models proposed by Garcia Perez (2000) in his studies, they are: traditional, technological, the spontaneist and research at school (alternative). The main objective of the research was to find out what the teaching models used by biology teachers from public schools and their importance in the cognitive development of students. We have the following questions: Will have teachers a teaching / educational reference model? If so, which ones? Are these teaching models being used in the classroom allow students to take ownership of knowledge? As a theoretical framework, we try to address the main characteristics of the teaching models proposed by García Pérez, because this researcher is a world reference in this subject. We also approach on the implementation of educational models in the teaching of biology; on motivation for learning; about developments in the teaching of biology; teacher training; educational planning; and educational evaluation, citing authors such as: Garcia Perez; Myriam Krasilchik, Develay, Carvalho and Gil-Pérez, Libâneo, Bachelard, Charlot, Luckesi, among others. The methodology used is to qualitative research, which has a descriptive character of a case study. The following techniques and collection instruments were used: exploratory research; semi structured interview; observation and questionnaires. For this purpose, were used as research subjects six Biology teachers from two schools of the state of Aracaju. It was observed using the collected data that many of the teachers had knowledge about teaching models and these are present in the syllabus of these teachers. As for the schools surveyed, it was observed lack of some resources and infrastructure for the development of educational practices of these teachers. Regarding the pedagogical procedures, we found a similarity of teaching models used by them, especially when they working in the same school teachers. It can be concluded from this that all models have importance in the teaching practices and that they are not used in full in the teaching of these teachers. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-06-22 |
dc.date.accessioned.fl_str_mv |
2017-09-26T18:14:55Z |
dc.date.available.fl_str_mv |
2017-09-26T18:14:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CUNHA, Luciene Costa Santana da. Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes. 2016. 103 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/5099 |
identifier_str_mv |
CUNHA, Luciene Costa Santana da. Modelos didáticos encontrados no fazer pedagógico de professores de biologia : representações docentes. 2016. 103 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016. |
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