Banca de DEFESA: MARCOS VINICIUS CARRIJO DE FREITAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARCOS VINICIUS CARRIJO DE FREITAS
DATA : 14/03/2023
HORA: 13:00
LOCAL: on line - https://meet.google.com/oig-grcz-gqe
TÍTULO:

 

Experimentation in science teaching: from the formative process to pedagogical practice in elementary school I

PALAVRAS-CHAVES:

 

 

Basic Education. Scientific Literacy. Continuing Training.

PÁGINAS: 91
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

Thinking about new teaching concepts proposes a pedagogical model that brings the process of building scientific knowledge closer to the students' reality and proposes the development of a human vision of science, technology and society. For this, searching for a training process that is coherent and adequate will act on the teachers' conceptions, favoring the learning of specific science contents. With the research, we aimed to characterize the formative process and its contributions to the pedagogical practices developed in elementary school I. Therefore, the research's guiding question is: How does the formative process with a focus on experimentation in science teaching collaborate for teaching and learning? To achieve the objective and answer the questions discussed for this work proposal, we used qualitative research. Data production took place from February to July of 2022 at the Paulo Freire Municipal School, in the municipality of Ribeirãozinho-MT. The formative process took place between the researcher and the teacher, to carry out the planning and in all phases of the research development. Weekly meetings were proposed to structure the lesson plans. We used a semi-structured questionnaire for diagnosis, which was applied to the teacher who teaches Science in the only class of the fifth year of elementary school I. We also used a field diary with notes on the activities developed and photographic/video records. The results indicate that when introducing the formative process, the teacher felt more secure in working with experimentation as a pedagogical practice and recognized that science teaching has an important role in the construction of meaningful learning, making clear the need to contemplate this practice as a fundamental to teaching. In addition, the study showed that from planned classes and leading the student to critical questioning, he became active in his learning process. Thus, this study leads to reflection on continuing education focused on science teaching, which especially values the applicability of a curricular approach strategy, which deals with research-based teaching. It is expected to contribute to teaching and learning, with the use of practices that meet the desires of Basic Education students, strengthening knowledge in favor of improving the quality of education.

MEMBROS DA BANCA:
Presidente - 956.474.908-59 - FATIMA APARECIDA DA SILVA IOCCA -
Interno - 121144002 - CLÁUDIA LANDIN NEGREIROS
Externo à Instituição - MARIA NIZETE DE AZEVEDO - UNIFESP