Módulo temático: contribuição para a formação continuada de professores de ciências
Ano de defesa: | 2018 |
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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
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
|
Departamento: |
Bioquímica
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/16494 |
Resumo: | As it is very important to offer professional training courses for primary school teachers, this paper aims to investigate if the development of thematic modules in a continuing education course contributes to the development of science teachers in basic education. In order to respond to this questioning, this research was structured in five stages of action research and the data were analyzed through text discourse analysis, elaborating a priori and emerging categories. Prior to the implementation of the continuing education course, a bibliographical survey was carried out in national and international period about continuous training for science teachers from 2006 to 2016. 68 publications were analyzed and just 13 were courses for science teachers. Among them, only one publication was related to the category "formative and reflective practices". From this analysis we structured the meetings of the continuing education course in order to dedicate moments of reflection about teaching work, problems in school actives and reports about situations experienced by teachers. The implementation of continuing education course there were 10 teachers in the school in monthly meetings from May to November in 2017. During the course different issues were approached like the use of thematic in sciences teaching, 5W2H method, bloom taxonomy, among others. The teachers worked together to produce thematic modules proposed by this paper as a teaching methodology to be used in basic education. In the year following the implementation of the continuing education course, one of the participating teachers applied the thematic module in their school of work. Soon after, we conducted a semi-structured interview and the feedback was sent to all participants. It can be evidenced from the results of this research that the continuous training course contributed to the development of teachers, as it enabled new learning related to the use of different teaching methodologies and the exchange of experiences among teachers. From the analysis of classroom diaries produced by teachers, we find evidence of a process of teacher reflection, being noticed an evolution mainly in the writing of two diaries, which began with reports of the referential type and, with the passing of the written ones, carried out reflections of the referential/expressive type. Regarding the thematic modules elaborated during the course of continuous training, 4 of the 5 groups performed thematic modules classified as "well structured" and only one group as "structured". In the final evaluation of the continuing education course, teachers also reported on the feasibility of thematic module used in teaching of sciences at school, because the planning is made according to hierarchical levels of bloom taxonomy, which makes possible to monitor students’ learning during the 8 steps. |
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2019-05-09T12:17:58Z2019-05-09T12:17:58Z2018-12-10http://repositorio.ufsm.br/handle/1/16494As it is very important to offer professional training courses for primary school teachers, this paper aims to investigate if the development of thematic modules in a continuing education course contributes to the development of science teachers in basic education. In order to respond to this questioning, this research was structured in five stages of action research and the data were analyzed through text discourse analysis, elaborating a priori and emerging categories. Prior to the implementation of the continuing education course, a bibliographical survey was carried out in national and international period about continuous training for science teachers from 2006 to 2016. 68 publications were analyzed and just 13 were courses for science teachers. Among them, only one publication was related to the category "formative and reflective practices". From this analysis we structured the meetings of the continuing education course in order to dedicate moments of reflection about teaching work, problems in school actives and reports about situations experienced by teachers. The implementation of continuing education course there were 10 teachers in the school in monthly meetings from May to November in 2017. During the course different issues were approached like the use of thematic in sciences teaching, 5W2H method, bloom taxonomy, among others. The teachers worked together to produce thematic modules proposed by this paper as a teaching methodology to be used in basic education. In the year following the implementation of the continuing education course, one of the participating teachers applied the thematic module in their school of work. Soon after, we conducted a semi-structured interview and the feedback was sent to all participants. It can be evidenced from the results of this research that the continuous training course contributed to the development of teachers, as it enabled new learning related to the use of different teaching methodologies and the exchange of experiences among teachers. From the analysis of classroom diaries produced by teachers, we find evidence of a process of teacher reflection, being noticed an evolution mainly in the writing of two diaries, which began with reports of the referential type and, with the passing of the written ones, carried out reflections of the referential/expressive type. Regarding the thematic modules elaborated during the course of continuous training, 4 of the 5 groups performed thematic modules classified as "well structured" and only one group as "structured". In the final evaluation of the continuing education course, teachers also reported on the feasibility of thematic module used in teaching of sciences at school, because the planning is made according to hierarchical levels of bloom taxonomy, which makes possible to monitor students’ learning during the 8 steps.Devido a importância de serem ofertados cursos de desenvolvimento profissional aos docentes atuantes na educação básica, a presente tese teve como foco de investigação verificar se a elaboração de Módulos Temáticos em um curso de formação continuada contribui para o desenvolvimento dos professores de Ciências da educação básica. Buscando responder a este questionamento, esta pesquisa foi estruturada em cinco etapas de investigação-ação e os dados foram analisados por meio da Análise Textual Discursiva, sendo elaboradas categorias a priori e emergentes. No momento prévio à implementação do curso de formação continuada foi realizado um levantamento bibliográfico em periódicos nacionais e internacionais sobre a formação continuada de professores de Ciências no período de 2006 a 2016. Foram analisadas 68 publicações e apenas 13 referiam-se a cursos ofertados aos professores da área de Ciências da Natureza do ensino médio. Dentre elas apenas uma publicação estava relacionada à categoria “práticas formativas e reflexivas”. A partir desta análise estruturamos os encontros do curso de formação continuada a fim de destinar momentos voltados para a reflexão docente, abordando os aspectos problemáticos da vida escolar e estimulando a escrita em diários de aula. O curso de formação continuada contou com a participação de 10 docentes nos encontros mensais durante os meses de maio a novembro de 2017. Diferentes assuntos foram abordados, como o uso de temáticas no ensino de Ciências, a ferramenta 5W2H, Taxonomia de Bloom, entre outros. Os professores trabalharam colaborativamente para a elaboração de Módulos Temáticos, propostos por esta tese como uma metodologia de ensino a ser utilizada na educação básica. No ano posterior à realização do curso de formação continuada um dos docentes participantes aplicou o Módulo Temático em sua escola de atuação. Logo após, realizamos uma entrevista semiestruturada com este docente a fim de elaborar um feedback que foi enviado a todos os participantes do curso. Podemos evidenciar a partir dos resultados desta pesquisa, que o curso de formação continuada contribuiu para o desenvolvimento docente, pois possibilitou novas aprendizagens relacionadas ao uso de diferentes metodologias de ensino e a troca de experiências entre os professores. A partir da análise dos diários de aula produzidos pelos docentes verificamos indícios de um processo de reflexão docente, sendo percebida uma evolução principalmente na escrita de dois diários, os quais iniciaram com relatos do tipo referencial e, com o passar das escritas, realizaram reflexões do tipo referencial/expressiva. Quanto aos Módulos Temáticos elaborados ao longo do curso de formação continuada, 4 dos 5 grupos realizaram Módulos Temáticos classificados como “bem estruturados” e apenas um grupo como “estruturado”. Na avaliação final do curso de formação continuada os docentes enfatizaram a viabilidade do Módulo Temático para ser utilizado no ensino de Ciências, pois o planejamento é realizado de acordo com os níveis hierárquicos da Taxonomia de Bloom, sendo possível acompanhar a aprendizagem dos estudantes ao longo da implementação de cada uma das oito fases do Módulo Temático.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessMódulo temáticoFormação continuadaProfessores de ciênciasPrática reflexivaDiários de aulaFerramenta 5W2HTaxonomia de BloomThematic modulesContinuing educationScience teachersReflectionClassroom diaries5W2H methodBloom taxonomyCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAMódulo temático: contribuição para a formação continuada de professores de ciênciasThematic modules: contribution to continuous training for science teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisBraibante, Mara Elisa Forteshttp://lattes.cnpq.br/0685197822607977Sauerwein, Inés Prieto Schmidthttp://lattes.cnpq.br/7906512702835414Sepel, Lenira Maria Nuneshttp://lattes.cnpq.br/9187175270021411Ferreira, Mairahttp://lattes.cnpq.br/6651438005482161Wenzel, Judite Schererhttp://lattes.cnpq.br/1046786613009478http://lattes.cnpq.br/8106543849550248Rocha, Thaís Rios da2008000000026006e9d3171-46d3-4ee5-a0a1-ee7cd026f24b5dd5d9a9-b107-4fb8-ae2f-ef15c6b0f1b8a31517a7-a8de-46ee-b70d-69c3ce3de3f70511e6b3-5f82-41e3-85f0-71ae23156e4e500426c4-fcce-42c1-a35f-e7a73e96f295a36c63e8-e3f6-4aad-974a-1e180fb0be8areponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Módulo temático: contribuição para a formação continuada de professores de ciências |
dc.title.alternative.eng.fl_str_mv |
Thematic modules: contribution to continuous training for science teachers |
title |
Módulo temático: contribuição para a formação continuada de professores de ciências |
spellingShingle |
Módulo temático: contribuição para a formação continuada de professores de ciências Rocha, Thaís Rios da Módulo temático Formação continuada Professores de ciências Prática reflexiva Diários de aula Ferramenta 5W2H Taxonomia de Bloom Thematic modules Continuing education Science teachers Reflection Classroom diaries 5W2H method Bloom taxonomy CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Módulo temático: contribuição para a formação continuada de professores de ciências |
title_full |
Módulo temático: contribuição para a formação continuada de professores de ciências |
title_fullStr |
Módulo temático: contribuição para a formação continuada de professores de ciências |
title_full_unstemmed |
Módulo temático: contribuição para a formação continuada de professores de ciências |
title_sort |
Módulo temático: contribuição para a formação continuada de professores de ciências |
author |
Rocha, Thaís Rios da |
author_facet |
Rocha, Thaís Rios da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Braibante, Mara Elisa Fortes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0685197822607977 |
dc.contributor.referee1.fl_str_mv |
Sauerwein, Inés Prieto Schmidt |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7906512702835414 |
dc.contributor.referee2.fl_str_mv |
Sepel, Lenira Maria Nunes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9187175270021411 |
dc.contributor.referee3.fl_str_mv |
Ferreira, Maira |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6651438005482161 |
dc.contributor.referee4.fl_str_mv |
Wenzel, Judite Scherer |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1046786613009478 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8106543849550248 |
dc.contributor.author.fl_str_mv |
Rocha, Thaís Rios da |
contributor_str_mv |
Braibante, Mara Elisa Fortes Sauerwein, Inés Prieto Schmidt Sepel, Lenira Maria Nunes Ferreira, Maira Wenzel, Judite Scherer |
dc.subject.por.fl_str_mv |
Módulo temático Formação continuada Professores de ciências Prática reflexiva Diários de aula Ferramenta 5W2H Taxonomia de Bloom |
topic |
Módulo temático Formação continuada Professores de ciências Prática reflexiva Diários de aula Ferramenta 5W2H Taxonomia de Bloom Thematic modules Continuing education Science teachers Reflection Classroom diaries 5W2H method Bloom taxonomy CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Thematic modules Continuing education Science teachers Reflection Classroom diaries 5W2H method Bloom taxonomy |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
As it is very important to offer professional training courses for primary school teachers, this paper aims to investigate if the development of thematic modules in a continuing education course contributes to the development of science teachers in basic education. In order to respond to this questioning, this research was structured in five stages of action research and the data were analyzed through text discourse analysis, elaborating a priori and emerging categories. Prior to the implementation of the continuing education course, a bibliographical survey was carried out in national and international period about continuous training for science teachers from 2006 to 2016. 68 publications were analyzed and just 13 were courses for science teachers. Among them, only one publication was related to the category "formative and reflective practices". From this analysis we structured the meetings of the continuing education course in order to dedicate moments of reflection about teaching work, problems in school actives and reports about situations experienced by teachers. The implementation of continuing education course there were 10 teachers in the school in monthly meetings from May to November in 2017. During the course different issues were approached like the use of thematic in sciences teaching, 5W2H method, bloom taxonomy, among others. The teachers worked together to produce thematic modules proposed by this paper as a teaching methodology to be used in basic education. In the year following the implementation of the continuing education course, one of the participating teachers applied the thematic module in their school of work. Soon after, we conducted a semi-structured interview and the feedback was sent to all participants. It can be evidenced from the results of this research that the continuous training course contributed to the development of teachers, as it enabled new learning related to the use of different teaching methodologies and the exchange of experiences among teachers. From the analysis of classroom diaries produced by teachers, we find evidence of a process of teacher reflection, being noticed an evolution mainly in the writing of two diaries, which began with reports of the referential type and, with the passing of the written ones, carried out reflections of the referential/expressive type. Regarding the thematic modules elaborated during the course of continuous training, 4 of the 5 groups performed thematic modules classified as "well structured" and only one group as "structured". In the final evaluation of the continuing education course, teachers also reported on the feasibility of thematic module used in teaching of sciences at school, because the planning is made according to hierarchical levels of bloom taxonomy, which makes possible to monitor students’ learning during the 8 steps. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-10 |
dc.date.accessioned.fl_str_mv |
2019-05-09T12:17:58Z |
dc.date.available.fl_str_mv |
2019-05-09T12:17:58Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/16494 |
url |
http://repositorio.ufsm.br/handle/1/16494 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
200800000002 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
6e9d3171-46d3-4ee5-a0a1-ee7cd026f24b 5dd5d9a9-b107-4fb8-ae2f-ef15c6b0f1b8 a31517a7-a8de-46ee-b70d-69c3ce3de3f7 0511e6b3-5f82-41e3-85f0-71ae23156e4e 500426c4-fcce-42c1-a35f-e7a73e96f295 a36c63e8-e3f6-4aad-974a-1e180fb0be8a |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Bioquímica |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
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UFSM |
institution |
UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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