O uso de textos alternativos para o ensino de Ciências e a formação inicial de professores de Ciências
Data
2011-06-08
Autores
Campos, Raquel Sanzovo Pires de [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Face aos novos objetivos e conteúdos do ensino de ciências, métodos e recursos de ensino que envolvam a leitura de textos devem ser considerados como importantes componentes do processo de aprender ciências uma vez que a produção de sua compreensão é intercedida pela leitura do texto e pelos aspectos históricos que influenciaram tanto o modo de produção da compreensão, quanto o modo de leitura. Faz-se necessária, portanto, a proposta do uso de textos dos mais diferentes domínios e esferas culturais no ensino de ciências, os textos ditos alternativos. Este estudo visou analisar e compreender a inserção do uso de textos alternativos para o ensino de Ciências. Pior meio de pesquisa prioritariamente qualitativa investigou-se a existência de propostas para o uso de textos alternativos em sete cursos de Licenciatura em Ciências Biológicas oferecidos por uma universidade pública do Estado de São Paulo. Os dados foram coletados por meio de análise de documentos, aplicação de questionários e produção de textos e analisados por meio da Análise de Conteúdo. No primeiro momento, foram analisados planos de ensino de disciplinas e programas de estágio dos cursos. Para a compreensão de como se dá inserção do texto alternativo pelo professor formador foram coletados junto a docentes destes cursos, por meio de um questionário constituído de oito questões abertas. Coletou-se, também, informações sobre a formação de cada professor, as disciplinas que ministram a sua compreensão sobre o texto alternativo. Por fim, investigou-se, por meio da elaboração de um texto escrito a percepção dos discentes sobre a utilização dos textos alternativos em dois cursos selecionados. Pode-se identificar que a inserção sobre o uso do texto alternativo é apresentada explicitamente em poucos planos de ensino e propostas...
Face to new goals and contents of the teaching of science, methods and teaching resources that involving the reading of texts must be considered as important components of the process of learning science, once that the production of their understanging is interceded by reading the text and the historical aspects than influence such the production mode of understanding, at the model of reading. Therefore, the proposed use of text from different domains and cultural spheres in the teaching of science, the texts cited as alternative, is needed. This study aimed to analyze and understand the approach of using alternative text for teaching science courses in initial teacher training. Through primarily qualitative research the existence of proposals for the use of alternative texts was investigated in seven licentiale courses in Biology offered by a public university in the state of Sao Paulo. Data were collected through document analysis, questionnaires and production of texts that were analyzed using content analysis. At first, plans for teaching subjects and internship programs were analyzed. To understand how a teching professor approaches an alternative text, data were collected from the theachers of these courses through a questionnaire consisting of eight essay questions. We gather also information on the training of each teacher, the subjects they teach and their understanding of the alternative text. Finally, we investigate, through the formulation of a written text to the students perception on the use of alternative texts in two selected courses. We could identify that the approach on the use of alternative text in the textbook is explicitly shown in a little education plans and proposal for internships analyzed; that the professors recognize its importance and affirm to work in its use... (Complete abstract click electronic access below)
Face to new goals and contents of the teaching of science, methods and teaching resources that involving the reading of texts must be considered as important components of the process of learning science, once that the production of their understanging is interceded by reading the text and the historical aspects than influence such the production mode of understanding, at the model of reading. Therefore, the proposed use of text from different domains and cultural spheres in the teaching of science, the texts cited as alternative, is needed. This study aimed to analyze and understand the approach of using alternative text for teaching science courses in initial teacher training. Through primarily qualitative research the existence of proposals for the use of alternative texts was investigated in seven licentiale courses in Biology offered by a public university in the state of Sao Paulo. Data were collected through document analysis, questionnaires and production of texts that were analyzed using content analysis. At first, plans for teaching subjects and internship programs were analyzed. To understand how a teching professor approaches an alternative text, data were collected from the theachers of these courses through a questionnaire consisting of eight essay questions. We gather also information on the training of each teacher, the subjects they teach and their understanding of the alternative text. Finally, we investigate, through the formulation of a written text to the students perception on the use of alternative texts in two selected courses. We could identify that the approach on the use of alternative text in the textbook is explicitly shown in a little education plans and proposal for internships analyzed; that the professors recognize its importance and affirm to work in its use... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Professores de ciencia - Formação, Ciencia - Ensino, Science teachers
Como citar
CAMPOS, Raquel Sanzovo Pires de. O uso de textos alternativos para o ensino de Ciências e a formação inicial de professores de Ciências. 2011. 123 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculade de Ciências, 2011.