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A natureza da ciência na sala de aula: conhecendo concepções e possibilidades no ensino de Ciências
| Content Provider | Semantic Scholar |
|---|---|
| Author | Santos, Francisco Alves Santana, Isabel Cristina Higino Silveira, Andréa Pereira |
| Copyright Year | 2017 |
| Abstract | Resumo: Pensar o ensino de Ciencias exige do professor multiplas perspectivas de atuacao que possibilite ao aluno compreender a Ciencia em seus diversos aspectos sociais, culturais, tecnologicos, religiosos e politicos. Assim o objetivo deste estudo foi conhecer as concepcoes sobre a Natureza da Ciencia (NdC) e seu uso no ensino de Ciencias Naturais, especificamente Biologia e Quimica. O estudo de carater qualitativo teve como tecnica de coleta de dados a entrevista, desenvolvida com cinco professores atuantes em escolas estaduais de ensino medio no municipio de Amontada-Ceara. As informacoes foram transcritas e analisadas pela analise de conteudo de Bardin. Foi verificado que, apesar do desconhecimento quanto ao termo NdC, falas destacam esse elemento de forma discreta no fazer pedagogico dos sujeitos investigados. Elementos que compoem a Historia e Filosofia da Ciencia tem sido contemplados na formacao inicial destes professores, atraves de disciplinas especificas de cada curso, porem os trabalhos com a tematica basicamente restringem-se a esta etapa da formacao. Apesar do limitado entendimento sobre o tema, os entrevistados discorrem em suas lembrancas, de momentos em que empregaram o uso da mesma com entusiasmo e maior envolvimento nas situacoes de aprendizagens propostas. Neste sentido, entende-se que o emprego das perspectivas de ensino com foco na NdC podem fortalecer o processo de aprendizagem e contribuir para a compreensao da Ciencia, seus contributos e implicacoes, favorecendo o desenvolvimento de um sujeito critico acerca do conhecimento cientifico e da sua atuacao na sociedade. Palavras-chave: Historia e Filosofia da Ciencia. Formacao de Professores. Ed쫊o em Ciencias. THE NATURE OF SCIENCE IN THE CLASSROOM: KNOWING CONCEPTIONS AND POSSIBILITIES FOR SCIENCE TEACHING Abstract : Thinking about the teaching of science requires the teacher to have multiple perspectives that enable the student to understand science in its various social, cultural, technological, religious and political aspects. Thus the objective of this study was to know the conceptions about the Nature of Science (NdC) and its use in the teaching of Natural Sciences, specifically Biology and Chemistry. This qualitative study used inteviewing as methodology to data collection. Five teachers working in public high schools in the city of Amontada-Ceara acted as the investigated subjects. The information was transcribed and analyzed by the Bardin content analysis. It was verified that, despite the lack of knowledge regarding the term Nature of Science, statements emphasize this element in a discreet way in the investigated subjects' pedagogical practices. Elements which form the History and Philosophy of Science have been contemplated in the initial training of these teachers through specific subjects, but the work with that theme has been restricted basically to this stage of education. Despite the limited understanding of the subject, the interviewed subjects bring back in their memories moments in which they used the theme with enthusiasm and greater involvement in proposed learning situations. In this sense, it is understood that the use of teaching perspectives focused on NdC can strengthen the learning process and contribute to the understanding of Science, its contributions and implications, thus helping the development of a critical subject about scientific knowledge and its social performance. Keywords: History and Philosophy of Science. Teacher training. Education in Sciences. |
| File Format | PDF HTM / HTML |
| DOI | 10.35819/tear.v6.n2.a2481 |
| Volume Number | 6 |
| Alternate Webpage(s) | https://periodicos.ifrs.edu.br/index.php/tear/article/download/2481/1735 |
| Alternate Webpage(s) | https://doi.org/10.35819/tear.v6.n2.a2481 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
