A prática de ensino de ciências e biologia e seu papel na formação de professores
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Data
2006-10-20
Autores
Zamunaro, Ana Noêmia Braga Rocchi [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A tese “Prática de Ensino de Ciências e Biologia e seu papel na formação de professores” relata a construção de experiências teórico-práticas de licenciandos do 4º ano de Licenciatura em Ciências Biológicas da Universidade Estadual Paulista – UNESP – Campus de Bauru que cursavam a disciplina “Prática de Ensino de Ciências e Biologia”. O referencial teórico utilizado para a análise das atividades propostas na presente tese é a teoria pragmática de John Dewey (1859-1961) e seus conceitos de experiência, educação e pensamento reflexivo subsidiaram a discussão dessas atividades. A metodologia utilizada é a pesquisa qualitativa. Para a verificação de aprendizagem aplicamos instrumentos investigativos tais como: questão inicial, análise das aulas preparadas e dadas na Universidade, avaliação dos grupos sobre as aulas dadas, avaliação das aulas lecionadas na escola pública e avaliação final das atividades realizadas durante o ano letivo. Os resultados indicaram-nos que o referencial teórico deweyano subsidiou os licenciandos no processo de formação de uma prática docente reflexiva.
The thesis “Science and Biology Teaching Practice and its Role in Teacher Formation” relates the theoretical-practical experience construction by 4th term students in Biological Sciences College of Universidade Estadual Paulista – UNESP – Bauru Campus which were studying the subject “Sciences and Biology Teaching Practice”. The theoretical referential used to the proposed activities analysis in the present thesis is the pragmatic theory by John Dewey (1859 – 1061) and his experience, education and reflexive thought concept,s which have subsidized the discussion about these activities. The used methodology was the qualitative research. For learning verification we have applied investigative instruments such as: initial question, analysis of the prepared and given classes at University, group evaluation about the given classes, evaluation of the given classes at a public school and final evaluation of the executed activities during the complete term. The results indicated that Deweyan theoretical referential subsidized the graduating students at a reflexive teaching practice formation process.
The thesis “Science and Biology Teaching Practice and its Role in Teacher Formation” relates the theoretical-practical experience construction by 4th term students in Biological Sciences College of Universidade Estadual Paulista – UNESP – Bauru Campus which were studying the subject “Sciences and Biology Teaching Practice”. The theoretical referential used to the proposed activities analysis in the present thesis is the pragmatic theory by John Dewey (1859 – 1061) and his experience, education and reflexive thought concept,s which have subsidized the discussion about these activities. The used methodology was the qualitative research. For learning verification we have applied investigative instruments such as: initial question, analysis of the prepared and given classes at University, group evaluation about the given classes, evaluation of the given classes at a public school and final evaluation of the executed activities during the complete term. The results indicated that Deweyan theoretical referential subsidized the graduating students at a reflexive teaching practice formation process.
Descrição
Palavras-chave
Professores - Formação, Pratica de ensino, Conceitos, Educação e pensamento reflexivo, Teaching practice, Experience concepts, Education and reflexive thougt
Como citar
ZAMUNARO, Ana Noêmia Braga Rocchi. A prática de ensino de ciências e biologia e seu papel na formação de professores. 2006. 311 f. Tese (doutorado) - Universidade Estadual Paulista. Faculdade de Ciências, 2006.