Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental
Ano de defesa: | 2007 |
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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 Uberlândia
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação
|
Departamento: |
Ciências Humanas
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufu.br/handle/123456789/14043 |
Resumo: | This research intended to investigate Social Representations of Science teachers working at 5th-8th grades in what regards the Scientific Method (MC) and the effects of those representations in their educational practices. The methodological theoretical referential used was that of the Social Representations, in the Moscovician perspective. For Moscovici and followers, in order to know the Social Representations of a group, one must identify the group, its symbolic content and in what specific context it is inserted. In order to formulate and present data, we used the three Jodelet s questionings: who are the subjects, what they know and with which effects. The instruments used for the research were questionnaires and interviews. Analyzing the subjects representations we verified some incoherence in their answers, both in the questionnaires when they were asked to take a position in relation to some statements which were sometimes constructivists and other times traditional , and in the interviews, when they verbalized their representations. The analysis of the instruments, although with some incoherence, it points out a prevalence of constructivist representations. In relation to the effects that those representations cause on the subjects practices, we concluded that this happens in part. We also verified that MC experience in the subjects lives was insignificant, both in the Basic and in the Initial and Continued Education, what can explain the difficulty of viability of that methodology in their educational practices. In general the teachers evaluate as advantageous the use of that methodology in the teaching of Sciences, justifying that they don t use it due to some operational difficulties and even due to education. We hope that this work can contribute to those that worry about the teachers of Sciences education. |
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2016-06-22T18:36:49Z2007-05-242016-06-22T18:36:49Z2007-02-28SILVA, Fernanda Duarte Araújo. Social representations of science teachers in what regards the scientific method and the effects of those representations on their teaching practices. 2007. 163 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2007.https://repositorio.ufu.br/handle/123456789/14043This research intended to investigate Social Representations of Science teachers working at 5th-8th grades in what regards the Scientific Method (MC) and the effects of those representations in their educational practices. The methodological theoretical referential used was that of the Social Representations, in the Moscovician perspective. For Moscovici and followers, in order to know the Social Representations of a group, one must identify the group, its symbolic content and in what specific context it is inserted. In order to formulate and present data, we used the three Jodelet s questionings: who are the subjects, what they know and with which effects. The instruments used for the research were questionnaires and interviews. Analyzing the subjects representations we verified some incoherence in their answers, both in the questionnaires when they were asked to take a position in relation to some statements which were sometimes constructivists and other times traditional , and in the interviews, when they verbalized their representations. The analysis of the instruments, although with some incoherence, it points out a prevalence of constructivist representations. In relation to the effects that those representations cause on the subjects practices, we concluded that this happens in part. We also verified that MC experience in the subjects lives was insignificant, both in the Basic and in the Initial and Continued Education, what can explain the difficulty of viability of that methodology in their educational practices. In general the teachers evaluate as advantageous the use of that methodology in the teaching of Sciences, justifying that they don t use it due to some operational difficulties and even due to education. We hope that this work can contribute to those that worry about the teachers of Sciences education.Essa pesquisa se propôs a investigar as Representações Sociais dos professores de Ciências de 5ª a 8ª séries sobre o Método Científico (MC) e os efeitos dessas representações em suas práticas docentes. O referencial teórico metodológico utilizado foi o das Representações Sociais, na perspectiva moscoviciana. Moscovici e seus seguidores afirmam que para que possamos conhecer as Representações Sociais de um grupo, necessário se faz identificar quem é esse grupo, qual seu conteúdo simbólico e em que contexto específico se insere. Com intuito de construirmos e apresentarmos os dados, utilizamos os três questionamentos de Jodelet: quem são os nossos sujeitos, o que sabem e com que efeitos. Os instrumentos utilizados para a coleta de dados foram questionários e entrevistas. Foram analisados 37 questionários e realizadas 10 entrevistas. Ao analisarmos as representações dos sujeitos de nossa pesquisa sobre o MC constatamos certa incoerência nas suas respostas, ao se posicionarem em relação a um elenco de afirmações ora construtivistas, ora tradicionais, durante as entrevistas, quando verbalizam suas representações. A análise de um e outro instrumento, embora com algumas incoerências, aponta uma prevalência de representações construtivistas. Em relação aos efeitos que essas representações surtem nas práticas dos sujeitos, a nossa conclusão é que isso não aconteceu de forma significativa. Constatamos ainda que a vivência do MC, na trajetória de nossos sujeitos foi insignificante, tanto na Educação Básica, como na Formação Inicial e Continuada, o que pode explicar a dificuldade de viabilização do Método Científica em suas práticas docentes. De maneira geral os professores da pesquisa avaliam como vantajosa a utilização dessa metodologia no ensino de Ciências, justificando não a fazerem, em função de algumas dificuldades operacionais e mesmo de formação. Esperamos que esse trabalho possa trazer contribuições para aqueles que se preocupam com a formação do professor de Ciências.Mestre em Educaçãoapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em EducaçãoUFUBRCiências HumanasMétodo científicoEnsino de ciênciasRepresentações sociaisFormação de professores de ciênciasProfessores de Ciência - FormaçãoCiência - Estudo e ensinoScientific methodScience teachingSocial representationsTeachers of sciences educationCNPQ::CIENCIAS HUMANAS::EDUCACAOMétodo científico e prática docente : as representações sociais de professores de ciências do ensino fundamentalSocial representations of science teachers in what regards the scientific method and the effects of those representations on their teaching practicesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCunha, Ana Maria de Oliveirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4702997T6Cicillini, Graça Aparecidahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790897P4Nardi, Robertohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793227J7http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4746160P6Silva, Fernanda Duarte Araújoinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILFDASilvaDISSPRT.pdf.jpgFDASilvaDISSPRT.pdf.jpgGenerated Thumbnailimage/jpeg1122https://repositorio.ufu.br/bitstream/123456789/14043/3/FDASilvaDISSPRT.pdf.jpg41750a6746f9a73274cdb26824ddfc0cMD53ORIGINALFDASilvaDISSPRT.pdfapplication/pdf638364https://repositorio.ufu.br/bitstream/123456789/14043/1/FDASilvaDISSPRT.pdf1be04ca930855016ecbed1aca1b7765cMD51TEXTFDASilvaDISSPRT.pdf.txtFDASilvaDISSPRT.pdf.txtExtracted texttext/plain308759https://repositorio.ufu.br/bitstream/123456789/14043/2/FDASilvaDISSPRT.pdf.txt6113f0b596d4e20c7d2c8b1e1e4ee727MD52123456789/140432016-06-23 03:45:10.46oai:repositorio.ufu.br:123456789/14043Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2016-06-23T06:45:10Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Social representations of science teachers in what regards the scientific method and the effects of those representations on their teaching practices |
title |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental |
spellingShingle |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental Silva, Fernanda Duarte Araújo Método científico Ensino de ciências Representações sociais Formação de professores de ciências Professores de Ciência - Formação Ciência - Estudo e ensino Scientific method Science teaching Social representations Teachers of sciences education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental |
title_full |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental |
title_fullStr |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental |
title_full_unstemmed |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental |
title_sort |
Método científico e prática docente : as representações sociais de professores de ciências do ensino fundamental |
author |
Silva, Fernanda Duarte Araújo |
author_facet |
Silva, Fernanda Duarte Araújo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Ana Maria de Oliveira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4702997T6 |
dc.contributor.referee1.fl_str_mv |
Cicillini, Graça Aparecida |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790897P4 |
dc.contributor.referee2.fl_str_mv |
Nardi, Roberto |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793227J7 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4746160P6 |
dc.contributor.author.fl_str_mv |
Silva, Fernanda Duarte Araújo |
contributor_str_mv |
Cunha, Ana Maria de Oliveira Cicillini, Graça Aparecida Nardi, Roberto |
dc.subject.por.fl_str_mv |
Método científico Ensino de ciências Representações sociais Formação de professores de ciências Professores de Ciência - Formação Ciência - Estudo e ensino |
topic |
Método científico Ensino de ciências Representações sociais Formação de professores de ciências Professores de Ciência - Formação Ciência - Estudo e ensino Scientific method Science teaching Social representations Teachers of sciences education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Scientific method Science teaching Social representations Teachers of sciences education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research intended to investigate Social Representations of Science teachers working at 5th-8th grades in what regards the Scientific Method (MC) and the effects of those representations in their educational practices. The methodological theoretical referential used was that of the Social Representations, in the Moscovician perspective. For Moscovici and followers, in order to know the Social Representations of a group, one must identify the group, its symbolic content and in what specific context it is inserted. In order to formulate and present data, we used the three Jodelet s questionings: who are the subjects, what they know and with which effects. The instruments used for the research were questionnaires and interviews. Analyzing the subjects representations we verified some incoherence in their answers, both in the questionnaires when they were asked to take a position in relation to some statements which were sometimes constructivists and other times traditional , and in the interviews, when they verbalized their representations. The analysis of the instruments, although with some incoherence, it points out a prevalence of constructivist representations. In relation to the effects that those representations cause on the subjects practices, we concluded that this happens in part. We also verified that MC experience in the subjects lives was insignificant, both in the Basic and in the Initial and Continued Education, what can explain the difficulty of viability of that methodology in their educational practices. In general the teachers evaluate as advantageous the use of that methodology in the teaching of Sciences, justifying that they don t use it due to some operational difficulties and even due to education. We hope that this work can contribute to those that worry about the teachers of Sciences education. |
publishDate |
2007 |
dc.date.available.fl_str_mv |
2007-05-24 2016-06-22T18:36:49Z |
dc.date.issued.fl_str_mv |
2007-02-28 |
dc.date.accessioned.fl_str_mv |
2016-06-22T18:36:49Z |
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 |
SILVA, Fernanda Duarte Araújo. Social representations of science teachers in what regards the scientific method and the effects of those representations on their teaching practices. 2007. 163 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2007. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/14043 |
identifier_str_mv |
SILVA, Fernanda Duarte Araújo. Social representations of science teachers in what regards the scientific method and the effects of those representations on their teaching practices. 2007. 163 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2007. |
url |
https://repositorio.ufu.br/handle/123456789/14043 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Uberlândia |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação |
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UFU |
dc.publisher.country.fl_str_mv |
BR |
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Ciências Humanas |
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Universidade Federal de Uberlândia |
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