O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes
Ano de defesa: | 2020 |
---|---|
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 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: |
Educação em Ciências
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/22509 |
Resumo: | Understanding the assumptions related to the development of scientific thinking in the formation of individuals is a fundamental prerogative for understanding subsequent educational processes. In this way, we turn our attention to Early Childhood Education and Science Teaching, where the cognitive development of children presents itself as a great potential for their integral education, thus contributing to their constitution throughout the school and personal trajectory. In this sense, this research had the purpose of evaluating the perceptions and the ways of approach of the professors towards Science Teaching and its possible implications in the formation of the students, as well as, verifying the children's perceptions about Sciences and Scientist represented through the oral expression and written representation (drawing). The present research is characterized as a case study, of qualitative character, where the referred processes were investigated in an early childhood school. This school belongs to the municipality of Uruguaiana, RS, and serves children from different locations in the city. As a result, it was verified that the school's Political Pedagogical Project (PPP) is outdated, which does not characterize what it really is, and the need to reformulate this guiding document; it was found that the collaborators' perceptions are fragmented and need more in-depth knowledge about what science is (epistemological concepts); it was noted that the perceptions of collaborating children are varied, sometimes they confuse scientists with other professions, have stereotyped conceptions of scientists and do not know how to express what science is. In this way, the research indicates that the teachers' conceptions can imply in the student's education, since if the teacher has fragmented, stereotyped conceptions or no activity that demonstrates these conceptions, even if implicit, they end up influencing the education of their students. Another relevant fact is the need for continuing education aimed at teaching science to the faculty, as it is essential to qualify the work that has already been developed in the classroom. |
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network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
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2021-10-22T17:36:36Z2021-10-22T17:36:36Z2020-02-28http://repositorio.ufsm.br/handle/1/22509Understanding the assumptions related to the development of scientific thinking in the formation of individuals is a fundamental prerogative for understanding subsequent educational processes. In this way, we turn our attention to Early Childhood Education and Science Teaching, where the cognitive development of children presents itself as a great potential for their integral education, thus contributing to their constitution throughout the school and personal trajectory. In this sense, this research had the purpose of evaluating the perceptions and the ways of approach of the professors towards Science Teaching and its possible implications in the formation of the students, as well as, verifying the children's perceptions about Sciences and Scientist represented through the oral expression and written representation (drawing). The present research is characterized as a case study, of qualitative character, where the referred processes were investigated in an early childhood school. This school belongs to the municipality of Uruguaiana, RS, and serves children from different locations in the city. As a result, it was verified that the school's Political Pedagogical Project (PPP) is outdated, which does not characterize what it really is, and the need to reformulate this guiding document; it was found that the collaborators' perceptions are fragmented and need more in-depth knowledge about what science is (epistemological concepts); it was noted that the perceptions of collaborating children are varied, sometimes they confuse scientists with other professions, have stereotyped conceptions of scientists and do not know how to express what science is. In this way, the research indicates that the teachers' conceptions can imply in the student's education, since if the teacher has fragmented, stereotyped conceptions or no activity that demonstrates these conceptions, even if implicit, they end up influencing the education of their students. Another relevant fact is the need for continuing education aimed at teaching science to the faculty, as it is essential to qualify the work that has already been developed in the classroom.Entender os pressupostos relacionados ao desenvolvimento do pensamento científico na formação dos indivíduos é uma prerrogativa fundamental para compreensão dos processos educacionais subsequentes. Dessa forma, voltamos nosso olhar para a Educação Infantil e ao Ensino de Ciências, onde o desenvolvimento cognitivo das crianças se apresenta como um grande potencial para sua formação integral, contribuindo assim, na sua constituição ao longo da trajetória escolar e pessoal. Nesse sentido, esta pesquisa teve a finalidade de avaliar as percepções e as formas de abordagem das docentes frente ao Ensino de Ciências e suas possíveis implicações na formação dos estudantes, bem como, verificar as percepções das crianças sobre Ciências e Cientista representado através da expressão oral e da representação escrita (desenho). A presente pesquisa é caracterizada como um estudo de caso, de caráter qualitativo, onde se investigou os referidos processos em uma escola de Educação Infantil. Esta escola pertence ao município de Uruguaiana, RS, e atende crianças de diferentes localidades da cidade. Como resultados verificou-se a desatualização do Projeto Político Pedagógico (PPP) da escola, o qual não caracteriza como ela realmente é, e a necessidade de reformulação deste documento norteador; constatou-se que as percepções das docentes colaboradoras são fragmentadas e necessitam de saberes mais aprofundado sobre o que é ciências (concepções epistemológicas); notou-se que as percepções das crianças colaboradoras são variadas, as vezes, confundem cientistas com outras profissões, possuem concepções estereotipadas de cientistas e não sabem expressar o que é ciências. Desta forma, a pesquisa indica que as concepções das professoras podem implicar na formação do estudante, visto que se o docente tem concepções fragmentas, estereotipadas ou nenhuma atividade que demonstre essas concepções, mesmo que implícitas, elas acabam influenciando na formação de seus alunos. Outro fato relevante é a necessidade de formação continuada voltada ao ensino de ciências para o corpo docente, pois se faz imprescindível para qualificar o trabalho que já vem sendo desenvolvido em sala de aula.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de ciênciasEducação infantilPercepçõesScience educationChild educationPerceptionsCNPQ::OUTROS::CIENCIASO ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantesScience teatching in child education: the perceptions of teachers in relation to science teaching and its implications in the formation of individualsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPessano, Edward Frederico Castrohttp://lattes.cnpq.br/2760002240063004Coutinho, Renato XavierLanes, Karoline Goularthttp://lattes.cnpq.br/0829939622887027Ximendes, Fernanda do Amaral900500000008600600600484b1918-9111-4568-b596-809386423eb828917be9-0eb2-4dfe-855b-61a660f81968fbc0cd90-b9ba-43f3-aa69-65f3cd3470ceffcee577-b764-4d56-b95e-9e75edfc843dreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGQVS_2020_XIMENDES_FERNANDA.pdfDIS_PPGQVS_2020_XIMENDES_FERNANDA.pdfDissertação de Mestradoapplication/pdf1026965http://repositorio.ufsm.br/bitstream/1/22509/1/DIS_PPGQVS_2020_XIMENDES_FERNANDA.pdf45cbb24afba79acf98fa922e5e7a4d35MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes |
dc.title.alternative.eng.fl_str_mv |
Science teatching in child education: the perceptions of teachers in relation to science teaching and its implications in the formation of individuals |
title |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes |
spellingShingle |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes Ximendes, Fernanda do Amaral Ensino de ciências Educação infantil Percepções Science education Child education Perceptions CNPQ::OUTROS::CIENCIAS |
title_short |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes |
title_full |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes |
title_fullStr |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes |
title_full_unstemmed |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes |
title_sort |
O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes |
author |
Ximendes, Fernanda do Amaral |
author_facet |
Ximendes, Fernanda do Amaral |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pessano, Edward Frederico Castro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2760002240063004 |
dc.contributor.referee1.fl_str_mv |
Coutinho, Renato Xavier |
dc.contributor.referee2.fl_str_mv |
Lanes, Karoline Goulart |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0829939622887027 |
dc.contributor.author.fl_str_mv |
Ximendes, Fernanda do Amaral |
contributor_str_mv |
Pessano, Edward Frederico Castro Coutinho, Renato Xavier Lanes, Karoline Goulart |
dc.subject.por.fl_str_mv |
Ensino de ciências Educação infantil Percepções |
topic |
Ensino de ciências Educação infantil Percepções Science education Child education Perceptions CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Science education Child education Perceptions |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
Understanding the assumptions related to the development of scientific thinking in the formation of individuals is a fundamental prerogative for understanding subsequent educational processes. In this way, we turn our attention to Early Childhood Education and Science Teaching, where the cognitive development of children presents itself as a great potential for their integral education, thus contributing to their constitution throughout the school and personal trajectory. In this sense, this research had the purpose of evaluating the perceptions and the ways of approach of the professors towards Science Teaching and its possible implications in the formation of the students, as well as, verifying the children's perceptions about Sciences and Scientist represented through the oral expression and written representation (drawing). The present research is characterized as a case study, of qualitative character, where the referred processes were investigated in an early childhood school. This school belongs to the municipality of Uruguaiana, RS, and serves children from different locations in the city. As a result, it was verified that the school's Political Pedagogical Project (PPP) is outdated, which does not characterize what it really is, and the need to reformulate this guiding document; it was found that the collaborators' perceptions are fragmented and need more in-depth knowledge about what science is (epistemological concepts); it was noted that the perceptions of collaborating children are varied, sometimes they confuse scientists with other professions, have stereotyped conceptions of scientists and do not know how to express what science is. In this way, the research indicates that the teachers' conceptions can imply in the student's education, since if the teacher has fragmented, stereotyped conceptions or no activity that demonstrates these conceptions, even if implicit, they end up influencing the education of their students. Another relevant fact is the need for continuing education aimed at teaching science to the faculty, as it is essential to qualify the work that has already been developed in the classroom. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-02-28 |
dc.date.accessioned.fl_str_mv |
2021-10-22T17:36:36Z |
dc.date.available.fl_str_mv |
2021-10-22T17:36:36Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/22509 |
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http://repositorio.ufsm.br/handle/1/22509 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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900500000008 |
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600 600 600 |
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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 |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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