FORMAÇÃO DE PROFESSORES EM NÍVEL MÉDIO: UM OLHAR DIFERENCIADO SOBRE O ENSINO DE CIÊNCIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
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Data
2022-04
Autores
Orientador
OLIVEIRA, ENIZ CONCEIÇÃO
Banca
QUARTIERI, MARLI TERESINHA
DEL PINO, JOSÉ CLAUDIO
PIZZATO, MICHELE CAMARA
Título do periódico
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Resumo
Esta dissertação aborda uma prática pedagógica desenvolvida com Estudantes do Ensino Médio Normal de uma escola da Rede Estadual de Ensino do Rio Grande do Sul. A pesquisa foi norteada pela questão: Como as práticas e saberes docentes no componente curricular Didática das Ciências da Natureza podem contribuir com a formação de estudantes do Ensino Médio Normal? Com a finalidade de responder ao problema de pesquisa, o seguinte objetivo geral foi proposto: Investigar como as práticas e saberes docentes de Ciências da Natureza podem contribuir para a formação de estudantes do Ensino Médio Normal. Por sua vez, foram traçados os seguintes objetivos específicos, para auxiliar o desenvolvimento da pesquisa: investigar as concepções sobre Ciências dos estudantes do 3º ano do Ensino Médio Normal; desenvolver com os estudantes, atividades práticas experimentais que busquem contemplar as concepções da Alfabetização Científica, Experimentação e Metodologias Ativas, nos Anos Iniciais do Ensino Fundamental; analisar as atividades práticas experimentais desenvolvidas pelos estudantes; desenvolver um site ou blog, como fonte de pesquisa para os futuros professores, com as atividades práticas experimentais desenvolvidas pelos estudantes do Ensino Médio Normal. A fim de alcançar os objetivos, as atividades propostas foram organizadas em dez etapas, totalizando vinte e três horas de atividades com cada uma das duas turmas de terceiro ano do Ensino Médio Normal. Em virtude do período pandêmico que vivenciamos no ano de 2021, a intervenção iniciou no formato remoto de ensino, com encontros assíncronos e síncronos pelo Google Meet. Ainda, nas etapas finais da pesquisa, foram realizados encontros presenciais, seguindo o modelo híbrido de Ensino, conforme proposto pelo Governo do Estado do Rio Grande do Sul. Os resultados apontaram: a) os estudantes perceberam que a Ciência está em nosso cotidiano e que podemos relacionar com o meio em que estamos inseridos; b) os estudantes, a partir das atividades desenvolvidas na pesquisa, conseguiram perceber que a Alfabetização Científica e a Experimentação estão diretamente relacionadas, além disso, que o aluno deve estar no centro do processo de ensino e de aprendizagens, quando são utilizadas Metodologias Ativas de ensino; c) os estudantes desenvolveram dezesseis atividades práticas experimentais relacionadas com o ensino de Ciências para os Anos Iniciais do Ensino Fundamental, com temas diversificados e relacionados aos seus cotidianos. Foi observado uma maior frequência de assuntos relacionados à Biologia; d) as atividades práticas experimentais elaboradas pelos estudantes integram um site que foi desenvolvido pela mestranda. Ainda, o Produto Educacional intitulado “ATIVIDADES PRÁTICAS EXPERIMENTAIS PARA O ENSINO DE CIÊNCIAS, NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL”, foi decorrente da dissertação e está disponível no formato de um site e contempla todas as atividades experimentais elaboradas pelos estudantes no decorrer da pesquisa. Logo, com base nos referenciais abordados ao longo do texto e tendo em vista que são poucos trabalhos que versam sobre o Ensino de Ciências nos Anos Iniciais do Ensino Fundamental, essa pesquisa é de extrema relevância, pois além de trabalhar com estudantes do Ensino Médio Normal, visa abordar por meio de atividades práticas experimentais, o Ensino de Ciências, trazendo o ineditismo da dissertação aqui apresentada.
This dissertation addresses a pedagogical practice developed with Normal High School Students from a school in the State Education Network of Rio Grande do Sul. The research was guided by the question: How can teaching practices and knowledge in the Didactics of Natural Sciences curricular component contribute to the formation of Normal High School students? In order to respond to the research problem, the following general objective was proposed: To investigate how teaching practices and knowledge of Natural Sciences can contribute to the formation of Normal High School students. In turn, the following specific objectives were outlined, to help the development of the research: to investigate the conceptions about Science of the students of the 3rd year of Normal High School; develop practical experimental activities with students that seek to contemplate the concepts of Scientific Literacy, Experimentation and Active Methodologies, in the Early Years of Elementary Education; analyze the experimental practical activities developed by the students; develop a website or blog, as a source of research for future teachers, with practical experimental activities developed by Normal High School students. In order to achieve the objectives, the proposed activities were organized into ten stages, totaling twenty-three hours of activities with each of the two classes of the third year of Normal High School. Due to the pandemic period we experienced in 2021, the intervention started in the remote teaching format, with asynchronous and synchronous meetings via Google Meet. Also, in the final stages of the research, face-to-face meetings were held, following the hybrid teaching model, as proposed by the State Government of Rio Grande do Sul. The results showed: a) the students realized that Science is in our daily lives and that we can relate to the environment in which we are inserted; b) the students, based on the activities carried out in the research, were able to perceive that Scientific Literacy and Experimentation are directly related, in addition, that the student must be at the center of the teaching and learning process, when Active Learning Methodologies are used. teaching; c) the students developed sixteen experimental practical activities related to the teaching of Science for the Early Years of Elementary School, with diversified themes and related to their daily lives. A higher frequency of subjects related to Biology was observed; d) the experimental practical activities elaborated by the students are part of a website that was developed by the master's student. Also, the Educational Product entitled “EXPERIMENTAL PRACTICAL ACTIVITIES FOR SCIENCE TEACHING, IN THE EARLY YEARS OF ELEMENTARY EDUCATION”, was a result of the dissertation and is available in the format of a website and includes all the experimental activities developed by the students during the research. Therefore, based on the references addressed throughout the text and bearing in mind that there are few works that deal with Science Teaching in the Early Years of Elementary School, this research is extremely relevant, because in addition to working with Normal High School students, aims to approach, through experimental practical activities, the Teaching of Sciences, bringing the originality of the dissertation presented here.
This dissertation addresses a pedagogical practice developed with Normal High School Students from a school in the State Education Network of Rio Grande do Sul. The research was guided by the question: How can teaching practices and knowledge in the Didactics of Natural Sciences curricular component contribute to the formation of Normal High School students? In order to respond to the research problem, the following general objective was proposed: To investigate how teaching practices and knowledge of Natural Sciences can contribute to the formation of Normal High School students. In turn, the following specific objectives were outlined, to help the development of the research: to investigate the conceptions about Science of the students of the 3rd year of Normal High School; develop practical experimental activities with students that seek to contemplate the concepts of Scientific Literacy, Experimentation and Active Methodologies, in the Early Years of Elementary Education; analyze the experimental practical activities developed by the students; develop a website or blog, as a source of research for future teachers, with practical experimental activities developed by Normal High School students. In order to achieve the objectives, the proposed activities were organized into ten stages, totaling twenty-three hours of activities with each of the two classes of the third year of Normal High School. Due to the pandemic period we experienced in 2021, the intervention started in the remote teaching format, with asynchronous and synchronous meetings via Google Meet. Also, in the final stages of the research, face-to-face meetings were held, following the hybrid teaching model, as proposed by the State Government of Rio Grande do Sul. The results showed: a) the students realized that Science is in our daily lives and that we can relate to the environment in which we are inserted; b) the students, based on the activities carried out in the research, were able to perceive that Scientific Literacy and Experimentation are directly related, in addition, that the student must be at the center of the teaching and learning process, when Active Learning Methodologies are used. teaching; c) the students developed sixteen experimental practical activities related to the teaching of Science for the Early Years of Elementary School, with diversified themes and related to their daily lives. A higher frequency of subjects related to Biology was observed; d) the experimental practical activities elaborated by the students are part of a website that was developed by the master's student. Also, the Educational Product entitled “EXPERIMENTAL PRACTICAL ACTIVITIES FOR SCIENCE TEACHING, IN THE EARLY YEARS OF ELEMENTARY EDUCATION”, was a result of the dissertation and is available in the format of a website and includes all the experimental activities developed by the students during the research. Therefore, based on the references addressed throughout the text and bearing in mind that there are few works that deal with Science Teaching in the Early Years of Elementary School, this research is extremely relevant, because in addition to working with Normal High School students, aims to approach, through experimental practical activities, the Teaching of Sciences, bringing the originality of the dissertation presented here.
Descrição
Palavras-chave
Ensino Médio Normal; Ensino de Ciências; Anos Iniciais; Atividades Práticas Experimentais; Normal High School; Science teaching; Initial Years; Experimental Practical Activities
Citação
VARGAS, VANESSA BRANDÃO DE. FORMAÇÃO DE PROFESSORES EM NÍVEL MÉDIO: UM OLHAR DIFERENCIADO SOBRE O ENSINO DE CIÊNCIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL. 2022. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 28 abr. 2022. Disponível em: http://hdl.handle.net/10737/4343.