Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos
Ano de defesa: | 2013 |
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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: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://ri.ufs.br/handle/riufs/5204 |
Resumo: | With the passing of time society has been transforming. This transformation, in most cases, is given by advancements and changes taking place as in ambit political as in technological, year after year, with great reflexes also in the educational field. Today, the teachers, when well advised, can rely on a technical and methods apparatus that may be used to assist their work on development of their classes and, in consequence, to facilitate the learning process of their students, particularly, in science education and biology. The research presented here has as objective unveiling the experiential knowledge of teachers of Science and Biology, two schools in the state education network in the city of Aracaju-Sergipe, through the evidence of conceptions about the student learning. How problematic we have the following questions: which teachers' conceptions of science and biology in relation: previous knowledge of the students; experimental activities, the use of educational games and audiovisual resources; research content in the classroom, the students' errors, and the evaluation process in the classroom, all these questions related to the student learning? Will teachers believe that for students to learn science and biology is necessary to adopt techniques and methods in their pedagogical practice? As a theoretical reference, we seek for broach the main theorists who talk so much about the process of student learning, how much the assumptions presented above, citing authors like: Vigotskii, Libâneo, Perrenould, Luckesi, among others. Concerning the nature and techniques of data collection, the research has a qualitative approach with phenomenological focus, using how instruments interviews, questionnaires and observations, having as contributions theoretical, authors as: Gil (1996), Laville and Dionne (1999), Milk (1999) and Triviños (1999). We found that teachers are aware of the need to innovate the way develop their lessons, by the use of methods and techniques different of traditional. However, we found some difficulties, such as: lack of materials, short class time assigned to disciplines, especially biology, lack of support at the time of development of their activities. Something extremely important was the similarities of the conceptions of teachers on research environments. Despite some differences in the physical aspect of the two schools, respondents forwarded the same difficulties earlier said. |
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Santos-galvão, Luzia Cristina de Melohttp://lattes.cnpq.br/2177713463189438Silva, Veleida Anahí dahttp://lattes.cnpq.br/70082685482514952017-09-26T18:15:47Z2017-09-26T18:15:47Z2013-06-19https://ri.ufs.br/handle/riufs/5204With the passing of time society has been transforming. This transformation, in most cases, is given by advancements and changes taking place as in ambit political as in technological, year after year, with great reflexes also in the educational field. Today, the teachers, when well advised, can rely on a technical and methods apparatus that may be used to assist their work on development of their classes and, in consequence, to facilitate the learning process of their students, particularly, in science education and biology. The research presented here has as objective unveiling the experiential knowledge of teachers of Science and Biology, two schools in the state education network in the city of Aracaju-Sergipe, through the evidence of conceptions about the student learning. How problematic we have the following questions: which teachers' conceptions of science and biology in relation: previous knowledge of the students; experimental activities, the use of educational games and audiovisual resources; research content in the classroom, the students' errors, and the evaluation process in the classroom, all these questions related to the student learning? Will teachers believe that for students to learn science and biology is necessary to adopt techniques and methods in their pedagogical practice? As a theoretical reference, we seek for broach the main theorists who talk so much about the process of student learning, how much the assumptions presented above, citing authors like: Vigotskii, Libâneo, Perrenould, Luckesi, among others. Concerning the nature and techniques of data collection, the research has a qualitative approach with phenomenological focus, using how instruments interviews, questionnaires and observations, having as contributions theoretical, authors as: Gil (1996), Laville and Dionne (1999), Milk (1999) and Triviños (1999). We found that teachers are aware of the need to innovate the way develop their lessons, by the use of methods and techniques different of traditional. However, we found some difficulties, such as: lack of materials, short class time assigned to disciplines, especially biology, lack of support at the time of development of their activities. Something extremely important was the similarities of the conceptions of teachers on research environments. Despite some differences in the physical aspect of the two schools, respondents forwarded the same difficulties earlier said.Com o passar do tempo a sociedade vem se transformando. Esta transformação, na maioria dos casos, se dá por avanços e mudanças que ocorrem tanto em âmbito político quanto em tecnológico, ano após ano, tendo grandes reflexos também no campo educacional. Hoje, os professores, quando bem assessorados, podem contar com um aparato de técnicas e métodos que podem ser utilizados para auxiliar o seu trabalho no desenvolvimento de suas aulas e, em consequência, facilitar o processo de aprendizagem dos alunos, em particular, no Ensino de Ciências e Biologia. A pesquisa aqui apresentada tem como objetivo desvelar os saberes experienciais dos professores de Ciências e de Biologia, de duas escolas da rede estadual de ensino no Município de Aracaju Sergipe, através dos indícios de concepções sobre a aprendizagem do aluno. Como problemática temos as seguintes questões: quais as concepções dos professores de Ciências e Biologia em relação: os conhecimentos prévios dos alunos; às atividades experimentais; à utilização de jogos educativos e recursos audiovisuais; à pesquisa de conteúdos em sala de aula; os erros dos alunos; e o processo avaliativo em sala de aula, todas estas questões relacionada à aprendizagem do aluno? Será que os professores acreditam que para os alunos aprenderem Ciências e Biologia é preciso adotar técnicas e métodos na sua prática pedagógica? Como referencial teórico, procuramos abordar os principais teóricos que discorrem tanto sobre o processo de aprendizagem do aluno quanto sobre os pressupostos anteriormente apresentados, citando autores, como: Vigotskii, Libâneo, Perrenould, Luckesi, dentre outros. Em relação à natureza e técnicas de coleta de dados, a pesquisa possui uma abordagem qualitativa com enfoque fenomenológico, utilizando como instrumentos entrevistas, questionários e observações, tendo como aportes teóricos os seguintes autores: Gil (1996), Laville e Dionne (1999), Leite (1999) e Triviños (1999). Observamos que os professores tem consciência da necessidade de inovar a forma como desenvolvem as suas aulas, pela utilização de técnicas e métodos diferentes dos tradicionais. Contudo, encontram algumas dificuldades, como: falta de materiais, curto tempo de aula atribuído às disciplinas, principalmente a de Biologia, falta de apoio no momento do desenvolvimento de suas atividades. Algo de extrema relevância, foi as semelhanças das concepções dos professores nos dois ambientes de pesquisa. Apesar de certas diferenças no aspecto físico das duas escolas, os pesquisados remeteram as mesmas dificuldades ditas anteriormente.application/pdfporAprendizagemCiênciaBiologiaJogos educativosProfessores de biologiaEnsino de biologiaRecursos audiovisuaisAudio-visual materialsBiologyBiology teachersEducational gamesScienceCNPQ::OUTROS::CIENCIASSaberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e Matemáticainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALLUZIA_CRISTINA_MELO_SANTOS_GALVÃO.pdfapplication/pdf1721577https://ri.ufs.br/jspui/bitstream/riufs/5204/1/LUZIA_CRISTINA_MELO_SANTOS_GALV%c3%83O.pdf48852b03ff99f8ca8a95933ce22e1c75MD51TEXTLUZIA_CRISTINA_MELO_SANTOS_GALVÃO.pdf.txtLUZIA_CRISTINA_MELO_SANTOS_GALVÃO.pdf.txtExtracted texttext/plain285717https://ri.ufs.br/jspui/bitstream/riufs/5204/2/LUZIA_CRISTINA_MELO_SANTOS_GALV%c3%83O.pdf.txt6875467cc3545c26e280c8a9c2de3375MD52riufs/52042017-11-28 17:24:57.885oai:ufs.br:riufs/5204Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-28T20:24:57Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos |
title |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos |
spellingShingle |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos Santos-galvão, Luzia Cristina de Melo Aprendizagem Ciência Biologia Jogos educativos Professores de biologia Ensino de biologia Recursos audiovisuais Audio-visual materials Biology Biology teachers Educational games Science CNPQ::OUTROS::CIENCIAS |
title_short |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos |
title_full |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos |
title_fullStr |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos |
title_full_unstemmed |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos |
title_sort |
Saberes experienciais dos professores de ciências e biologia do município de Aracaju: indícios de concepções sobre a aprendizagem dos alunos |
author |
Santos-galvão, Luzia Cristina de Melo |
author_facet |
Santos-galvão, Luzia Cristina de Melo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos-galvão, Luzia Cristina de Melo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2177713463189438 |
dc.contributor.advisor1.fl_str_mv |
Silva, Veleida Anahí da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7008268548251495 |
contributor_str_mv |
Silva, Veleida Anahí da |
dc.subject.por.fl_str_mv |
Aprendizagem Ciência Biologia Jogos educativos Professores de biologia Ensino de biologia Recursos audiovisuais |
topic |
Aprendizagem Ciência Biologia Jogos educativos Professores de biologia Ensino de biologia Recursos audiovisuais Audio-visual materials Biology Biology teachers Educational games Science CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Audio-visual materials Biology Biology teachers Educational games Science |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
With the passing of time society has been transforming. This transformation, in most cases, is given by advancements and changes taking place as in ambit political as in technological, year after year, with great reflexes also in the educational field. Today, the teachers, when well advised, can rely on a technical and methods apparatus that may be used to assist their work on development of their classes and, in consequence, to facilitate the learning process of their students, particularly, in science education and biology. The research presented here has as objective unveiling the experiential knowledge of teachers of Science and Biology, two schools in the state education network in the city of Aracaju-Sergipe, through the evidence of conceptions about the student learning. How problematic we have the following questions: which teachers' conceptions of science and biology in relation: previous knowledge of the students; experimental activities, the use of educational games and audiovisual resources; research content in the classroom, the students' errors, and the evaluation process in the classroom, all these questions related to the student learning? Will teachers believe that for students to learn science and biology is necessary to adopt techniques and methods in their pedagogical practice? As a theoretical reference, we seek for broach the main theorists who talk so much about the process of student learning, how much the assumptions presented above, citing authors like: Vigotskii, Libâneo, Perrenould, Luckesi, among others. Concerning the nature and techniques of data collection, the research has a qualitative approach with phenomenological focus, using how instruments interviews, questionnaires and observations, having as contributions theoretical, authors as: Gil (1996), Laville and Dionne (1999), Milk (1999) and Triviños (1999). We found that teachers are aware of the need to innovate the way develop their lessons, by the use of methods and techniques different of traditional. However, we found some difficulties, such as: lack of materials, short class time assigned to disciplines, especially biology, lack of support at the time of development of their activities. Something extremely important was the similarities of the conceptions of teachers on research environments. Despite some differences in the physical aspect of the two schools, respondents forwarded the same difficulties earlier said. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-06-19 |
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2017-09-26T18:15:47Z |
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2017-09-26T18:15:47Z |
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