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Abstract(s)
O presente artigo relata uma investigação levada a cabo numa instituição de ensino superior do norte de
Portugal e tem como principal objetivo perceber como professores e alunos prececionam o papel do
sentido crítico e da autonomia na aprendizagem das Ciências da Natureza e na forma como estas
competências são promovidas através do processo de ensino aprendizagem em que se encontram
envolvidos. Para alcançar este objetivo foi realizado um estudo de caso qualitativo numa instituição de
formação de professores que mobilizou como técnicas de recolha de dados a observação de aulas e a
entrevista semiestruturada , tendo como participantes estudantes do 1.º e do 3.º anos da licenciatura em
Educação Básica (LEB), nos cursos de Mestrado em Educação Pré-escolar e Ensino do 1º Ciclo do
Ensino Básico; em Ensino do 1º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2º
Ciclo do Ensino Básico. Dos resultados da investigação salienta-se que diante das categorias e
subcategorias escolhidas para investigar que algumas falas entraram em pequenos conflitos, por uma
visão distinta entre professores e estudantes acerca processo de aprendizagem envolvendo seus
complexos saberes. Por fim, deve ser salientado que uma pesquisa de caráter qualitativo pode constar
uma participação mais íntima dos sujeitos, trazendo assim seus relatos que contribuem para uma
discussão acadêmica na área de ensino, no caso da formação de professores em Ciências da Natureza.
This article reports an investigation carried out in a higher education institution in the north of Portugal and its main objective is to understand how teachers and students precept the role of critical sense and autonomy in the learning of the Nature Sciences and in the way these competences are promoted through the teaching-learning process in which they are involved. To achieve this goal, a qualitative case study was carried out in a teacher training institution that mobilized data observation techniques and semistructured interviewing as data collection techniques. Students from the 1st and 3rd years of the study degree in Basic Education (LEB), in the courses of Masters in Pre-school Education and Teaching of the 1st Cycle of Basic Education; in Education of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. From the results of the investigation it is pointed out that in the categories and subcategories chosen to investigate that some speeches have entered into small conflicts, by a distinct vision between teachers and students about the learning process involving their complex knowledge. Finally, it should be emphasized that a qualitative research may include a more intimate participation of the subjects, thus bringing their reports that contribute to an academic discussion in the area of teaching, in the case the training of science teachers in nature.
This article reports an investigation carried out in a higher education institution in the north of Portugal and its main objective is to understand how teachers and students precept the role of critical sense and autonomy in the learning of the Nature Sciences and in the way these competences are promoted through the teaching-learning process in which they are involved. To achieve this goal, a qualitative case study was carried out in a teacher training institution that mobilized data observation techniques and semistructured interviewing as data collection techniques. Students from the 1st and 3rd years of the study degree in Basic Education (LEB), in the courses of Masters in Pre-school Education and Teaching of the 1st Cycle of Basic Education; in Education of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. From the results of the investigation it is pointed out that in the categories and subcategories chosen to investigate that some speeches have entered into small conflicts, by a distinct vision between teachers and students about the learning process involving their complex knowledge. Finally, it should be emphasized that a qualitative research may include a more intimate participation of the subjects, thus bringing their reports that contribute to an academic discussion in the area of teaching, in the case the training of science teachers in nature.
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Keywords
Formação de professores Ensino das Ciências da Natureza
Citation
Morais, Lucas de Sousa; Bergano, Sofia (2018). A formação de professores e o ensino de ciências da natureza: o caso de um instituto politécnico no norte de Portugal = Teacher training and the teaching of natural sciences: the case of a polytechnic institute in northern Portugal. Adolescência: Revista Júnior de Investigação. ISSN 2182-6277. 5:2, p. 26-34