Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física
Ano de defesa: | 2016 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
|
Departamento: |
Ciências Biológicas
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/3558 |
Resumo: | The wide distribution of books to public schools of basic education under the National Textbook Program (PNLD) kept the Textbook (LD) as an important topic in research related to education over the past decades. In this program, it is up for the teachers to choose the textbooks which will be used in schools. However, many studies of the area have pointed out problems in the process and highlighting the need to discuss it in teacher education. Thus, the present study aims to investigate how to support future Physics teachers to carry out the analysis and choice of LD. In order to achieve this goal, journals and conferences concerning teaching were surveyed to investigate the possible contributions that these publications could present. Results show that research focuses on the analysis of conceptual aspects of textbooks and that there are virtually no records of propositional actions or discussions that can directly contribute to teacher training. In this context, the present investigation focused on designing, implementing and evaluating a didactic proposal that considers different dimensions associated with science as a starting point for evaluating textbooks. The proposal was implemented within the students of the Physics subproject of the Institutional Introduction to Teaching Scholarship Program (PIBID) of Federal University of Santa Maria. Taking the historical and philosophical, empirical and technological dimensions into account, it was proposed to the students an analysis of the contents of Optics in the textbooks approved by PNLD in 2015. To execute this, scripts were formulated from teaching research results. Data collection was performed by means of the participants' written records, which for each analyzed dimension were constituted by reports of their analysis, their conclusions and a daily activities diary. Results showed that participants had significant advances both in relation to the review process, by overcoming mere verification and starting to argue about the analyzed aspects, and also in relation to the dimensions addressed as changes in strictly cumulative view of science, recognizing the need for experimental activities in a more open character and that technology has limited role in the collections. Furthermore, textbook analysis by the dimensions of science and its pedagogical aspects proved to be a way to articulate and promote further reflection. Thus, this approach showed itself to be a fruitful way to train more qualified teachers for the professional task of analysis and choice of textbooks. |
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2016-11-282016-11-282016-08-29SCHIRMER, Saul Benhur. TEXTBOOK ANALYSIS AND THE DIMENSION OF SCIENCE IN THE EARLY FORMATION OF PHYSICS TEACHERS. 2016. 204 f. Tese (Doutorado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2016.http://repositorio.ufsm.br/handle/1/3558The wide distribution of books to public schools of basic education under the National Textbook Program (PNLD) kept the Textbook (LD) as an important topic in research related to education over the past decades. In this program, it is up for the teachers to choose the textbooks which will be used in schools. However, many studies of the area have pointed out problems in the process and highlighting the need to discuss it in teacher education. Thus, the present study aims to investigate how to support future Physics teachers to carry out the analysis and choice of LD. In order to achieve this goal, journals and conferences concerning teaching were surveyed to investigate the possible contributions that these publications could present. Results show that research focuses on the analysis of conceptual aspects of textbooks and that there are virtually no records of propositional actions or discussions that can directly contribute to teacher training. In this context, the present investigation focused on designing, implementing and evaluating a didactic proposal that considers different dimensions associated with science as a starting point for evaluating textbooks. The proposal was implemented within the students of the Physics subproject of the Institutional Introduction to Teaching Scholarship Program (PIBID) of Federal University of Santa Maria. Taking the historical and philosophical, empirical and technological dimensions into account, it was proposed to the students an analysis of the contents of Optics in the textbooks approved by PNLD in 2015. To execute this, scripts were formulated from teaching research results. Data collection was performed by means of the participants' written records, which for each analyzed dimension were constituted by reports of their analysis, their conclusions and a daily activities diary. Results showed that participants had significant advances both in relation to the review process, by overcoming mere verification and starting to argue about the analyzed aspects, and also in relation to the dimensions addressed as changes in strictly cumulative view of science, recognizing the need for experimental activities in a more open character and that technology has limited role in the collections. Furthermore, textbook analysis by the dimensions of science and its pedagogical aspects proved to be a way to articulate and promote further reflection. Thus, this approach showed itself to be a fruitful way to train more qualified teachers for the professional task of analysis and choice of textbooks.A ampla distribuição de livros para as escolas públicas de educação básica no âmbito do Programa Nacional do Livro Didático (PNLD) manteve o Livro Didático (LD) como um importante tema nas pesquisas relacionadas ao ensino ao longo das últimas décadas. Nesse programa cabe aos professores escolher as obras didáticas que serão utilizadas nas escolas. No entanto, diversos trabalhos da área vêm apontando problemas nesse processo e evidenciando a necessidade de discuti-lo na formação de professores. Diante disso, o presente trabalho tem como objetivo investigar como se pode subsidiar futuros professores de Física para a realização da análise e escolha de LD. Para tanto foi realizado um levantamento em periódicos e eventos da área de ensino onde se investigou quais as possíveis contribuições que estas publicações poderiam apresentar. Constatou-se que as pesquisas centram-se na análise de aspectos conceituais em LD e que praticamente não há registros de proposições de ações ou discussões que possam contribuir diretamente com a formação docente. Nesse contexto a investigação centrou-se então em elaborar, implementar e avaliar uma proposta didática que considera diferentes dimensões associadas à ciência como ponto de partida para o processo de avaliação dos LD. A proposta foi implementada junto à bolsistas do subprojeto Física do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da Universidade Federal de Santa Maria. Tomando as dimensões histórico e filosófica, experimental e tecnológica foi proposta aos licenciandos a análise do conteúdo de ótica em coleções aprovadas no PNLD 2015. Para tanto foram compostos roteiros elaborados a partir de alguns resultados de pesquisa da área de ensino. A coleta de dados foi realizada mediante escritos dos participantes que para cada dimensão analisada compunham registros de suas análises, suas conclusões e um diário sobre as atividades. Os resultados evidenciam que os participantes tiveram avanços importantes tanto em relação ao processo de análise, superando a simples verificação e passando a argumentar sobre os aspectos analisados, quanto em relação às dimensões abordadas como alterações na visão estritamente cumulativa de ciência, reconhecimento da necessidade de atividades experimentais com caráter mais aberto e de que a tecnologia tem papel restrito nas coleções. Além disso, análise de LD mediante dimensões associadas à ciência e suas características pedagógicas se mostrou uma forma de se articular e promover uma maior reflexão sobre esses aspectos constituindo-se assim em um caminho possível para formar professores mais preparados para a tarefa profissional de análise e escolha de LD.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBRCiências BiológicasEducação em ciênciasFormação inicial de professoresAnálise e escolha de livros didáticosDimensões da ciênciaÓticaScience educationFormation of physics teachersAnalysis and choice of textbooksDimensions of scienceOpticsCNPQ::CIENCIAS BIOLOGICASAnálise de livros didáticos e dimensões da ciência na formação inicial de professores de físicaTextbook analysis and the dimension of science in the early formation of physics teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSauerwein, Inés Prieto Schmidthttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784570Y0Kawamura, Maria Regina Dubeuxhttp://lattes.cnpq.br/6032968618158166Bulegon, Ana Marlihttp://lattes.cnpq.br/1315096515847809Loreto, Elgion Lucio da Silvahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785575A7Tolentino Neto, Luiz Caldeira Brant dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708908E5http://lattes.cnpq.br/3160379668281765Schirmer, Saul Benhur200000000006400300300300300300300fc054216-3bf0-4d0e-8099-1f1ee508d096d5cc5ed6-60c8-405b-b144-d599ead6778de1da7da8-bb25-4806-9bc1-62cb3abccc8d7415e28b-5deb-42f7-a40a-632402913b9068851107-b073-4ebd-b8f9-a202f432479236494fda-50e1-4ee4-af26-71f7dc13a664info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALSCHIRMER, SAUL BENHUR.pdfTese de Doutoradoapplication/pdf9003424http://repositorio.ufsm.br/bitstream/1/3558/1/SCHIRMER%2c%20SAUL%20BENHUR.pdf87bbbfcf7ede4a3300e61f6df8e65586MD51TEXTSCHIRMER, SAUL BENHUR.pdf.txtSCHIRMER, SAUL BENHUR.pdf.txtExtracted texttext/plain384691http://repositorio.ufsm.br/bitstream/1/3558/2/SCHIRMER%2c%20SAUL%20BENHUR.pdf.txte807748c2d3a8d8ea54180c622c2468dMD52THUMBNAILSCHIRMER, SAUL BENHUR.pdf.jpgSCHIRMER, SAUL BENHUR.pdf.jpgIM Thumbnailimage/jpeg4494http://repositorio.ufsm.br/bitstream/1/3558/3/SCHIRMER%2c%20SAUL%20BENHUR.pdf.jpg59d2b640afbba1e5654e7a71991ec9d8MD531/35582017-08-28 15:19:33.603oai:repositorio.ufsm.br:1/3558Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132017-08-28T18:19:33Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física |
dc.title.alternative.eng.fl_str_mv |
Textbook analysis and the dimension of science in the early formation of physics teachers |
title |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física |
spellingShingle |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física Schirmer, Saul Benhur Educação em ciências Formação inicial de professores Análise e escolha de livros didáticos Dimensões da ciência Ótica Science education Formation of physics teachers Analysis and choice of textbooks Dimensions of science Optics CNPQ::CIENCIAS BIOLOGICAS |
title_short |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física |
title_full |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física |
title_fullStr |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física |
title_full_unstemmed |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física |
title_sort |
Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física |
author |
Schirmer, Saul Benhur |
author_facet |
Schirmer, Saul Benhur |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sauerwein, Inés Prieto Schmidt |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784570Y0 |
dc.contributor.referee1.fl_str_mv |
Kawamura, Maria Regina Dubeux |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6032968618158166 |
dc.contributor.referee2.fl_str_mv |
Bulegon, Ana Marli |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1315096515847809 |
dc.contributor.referee3.fl_str_mv |
Loreto, Elgion Lucio da Silva |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785575A7 |
dc.contributor.referee4.fl_str_mv |
Tolentino Neto, Luiz Caldeira Brant de |
dc.contributor.referee4Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708908E5 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3160379668281765 |
dc.contributor.author.fl_str_mv |
Schirmer, Saul Benhur |
contributor_str_mv |
Sauerwein, Inés Prieto Schmidt Kawamura, Maria Regina Dubeux Bulegon, Ana Marli Loreto, Elgion Lucio da Silva Tolentino Neto, Luiz Caldeira Brant de |
dc.subject.por.fl_str_mv |
Educação em ciências Formação inicial de professores Análise e escolha de livros didáticos Dimensões da ciência Ótica |
topic |
Educação em ciências Formação inicial de professores Análise e escolha de livros didáticos Dimensões da ciência Ótica Science education Formation of physics teachers Analysis and choice of textbooks Dimensions of science Optics CNPQ::CIENCIAS BIOLOGICAS |
dc.subject.eng.fl_str_mv |
Science education Formation of physics teachers Analysis and choice of textbooks Dimensions of science Optics |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS |
description |
The wide distribution of books to public schools of basic education under the National Textbook Program (PNLD) kept the Textbook (LD) as an important topic in research related to education over the past decades. In this program, it is up for the teachers to choose the textbooks which will be used in schools. However, many studies of the area have pointed out problems in the process and highlighting the need to discuss it in teacher education. Thus, the present study aims to investigate how to support future Physics teachers to carry out the analysis and choice of LD. In order to achieve this goal, journals and conferences concerning teaching were surveyed to investigate the possible contributions that these publications could present. Results show that research focuses on the analysis of conceptual aspects of textbooks and that there are virtually no records of propositional actions or discussions that can directly contribute to teacher training. In this context, the present investigation focused on designing, implementing and evaluating a didactic proposal that considers different dimensions associated with science as a starting point for evaluating textbooks. The proposal was implemented within the students of the Physics subproject of the Institutional Introduction to Teaching Scholarship Program (PIBID) of Federal University of Santa Maria. Taking the historical and philosophical, empirical and technological dimensions into account, it was proposed to the students an analysis of the contents of Optics in the textbooks approved by PNLD in 2015. To execute this, scripts were formulated from teaching research results. Data collection was performed by means of the participants' written records, which for each analyzed dimension were constituted by reports of their analysis, their conclusions and a daily activities diary. Results showed that participants had significant advances both in relation to the review process, by overcoming mere verification and starting to argue about the analyzed aspects, and also in relation to the dimensions addressed as changes in strictly cumulative view of science, recognizing the need for experimental activities in a more open character and that technology has limited role in the collections. Furthermore, textbook analysis by the dimensions of science and its pedagogical aspects proved to be a way to articulate and promote further reflection. Thus, this approach showed itself to be a fruitful way to train more qualified teachers for the professional task of analysis and choice of textbooks. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-11-28 |
dc.date.available.fl_str_mv |
2016-11-28 |
dc.date.issued.fl_str_mv |
2016-08-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SCHIRMER, Saul Benhur. TEXTBOOK ANALYSIS AND THE DIMENSION OF SCIENCE IN THE EARLY FORMATION OF PHYSICS TEACHERS. 2016. 204 f. Tese (Doutorado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/3558 |
identifier_str_mv |
SCHIRMER, Saul Benhur. TEXTBOOK ANALYSIS AND THE DIMENSION OF SCIENCE IN THE EARLY FORMATION OF PHYSICS TEACHERS. 2016. 204 f. Tese (Doutorado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2016. |
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http://repositorio.ufsm.br/handle/1/3558 |
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por |
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Universidade Federal de Santa Maria |
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Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
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Ciências Biológicas |
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