Propõe-se com essa pesquisa avaliar a metodologia da investigação científica Ensinar Ciências fazendo Ciência no contexto da prática, numa perspectiva de construção de paradigmas de ensino na educação básica. Trata-se de um estudo de caso realizado nos cursos de Férias, patrocinado pelo Espaço Ciências, com professores e gestores do sistema municipal de ensino, e, estudantes do curso de Licenciatura em Ciências Biológicas do Centro de Ensino Superior do Vale do São Francisco. Participaram também desta pesquisa 25 tutores que aplicaram essa metodologia em suas aulas no ensino Fundamental e Médio. Os resultados demonstram aprovação da metodologia, sendo avaliada pelos participantes do curso de Férias como excelente por 76% dos gestores, 57% dos professores e 100% dos estudantes do curso de Ciências Biológicas. Corroborado por 100% dos tutores que aplicaram essa metodologia no ensino fundamental e Médio, como boa (nota 9) e excelente(10). Em relação à metodologia investigada foram avaliadas as seguintes categorias: participação dos estudantes, aprendizagem, quantidade e qualidade de conteúdos, competências e habilidades mobilizadas pelos estudantes da educação básica, bem como a percepção dos ministrantes quanto às vantagens e desvantagens na aplicação da metodologia para os respectivos níveis de escolaridade. / It is proposed in this research was to evaluate the methodology of scientific research Teaching Science doing science in the context of practice, from the perspective of construction of educational paradigms in basic education. This is a case study in Holiday courses , sponsored by the Science Space, with teachers and managers of the municipal school system , and Bachelor's Degree students in Biological Sciences Higher Education Center of San Francisco Valley. Also participated in this study 25 tutors who applied this methodology in their classes in primary and secondary education. The results show approval of the methodology being evaluated by Holiday course participants as excellent by 76% of managers, 57% of teachers and 100% of the undergraduate students of Biological Sciences. Supported by 100% of tutors who applied this methodology in elementary school and high school, as good (note 9) and excellent (note10). Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels of education.

Esta tese versa sobre as potencialidades da divulgação científica como literatura para o ensino de ciências. Fundamenta-se em autores que contribuem para problematizar a divulgação científica, como Ana Maria Sanchéz Mora, José Reis, João Zanetic, Mônica Teixeira e Ângelo Machado. Fundamenta-se, também, nos pressupostos de uma educação humanizadora e ancora-se, quanto a esse aspecto, nas contribuições de Paulo Freire. Para reflexão sobre o resgate do sentido do trabalho escolar, foram fundamentais as contribuições de Bernard Charlot. A partir das reflexões geradas pelo diálogo com a bibliografia consultada, a discussão prioriza obras que têm como centralidade uma concepção de ciência pautada pela presença de contradições e conflitos, uma ciência inserida no plano da cultura e compreendida como processo vivenciado por cientistas - sujeitos também inseridos em contextos - uma ciência, portanto, marcada por dilemas humanos. Diferenciando a divulgação científica canônica da divulgação científica não canônica, este trabalho realiza uma análise de narrativas presentes em obras não canônicas de literatura, a saber, 2001- odisséia no espaço, de Arthur Clarke, O dilema do bicho-pau, de Ângelo Machado, Contato, de Carl Sagan e Os meninos da Planície, de Cástor Cartelle. Na análise das obras foram priorizadas as contribuições específicas para a compreensão da ciência como produção cultural e das potencialidades humanizadoras que tem o ensino de ciências voltado para compreensão de aspectos da subjetividade humana e dos conflitos da existência. Nas obras analisadas, foi possível perceber uma ênfase narrativa tipicamente mitológica, marcada por situações conflitantes, em, por exemplo, se realiza a polarização entre medo e encanto, desejo e possibilidade, sonho e experiência. Foi possível localizar também uma opção narrativa pela imaginação criadora, pela capacidade humana e por sua potencialidade criativa, elementos que são, nesse caso, motes fundamentais para reflexão sobre a vida humana e também sobre a ciência; uma ciência produzida a partir de injunções sociais e contextuais, levada a cabo por pessoas reais, também, portadoras de uma dimensão humana e subjetiva. Nas obras selecionadas, foi possível perceber uma provável contribuição para renovação do ensino de ciências, pois sua centralidade recai sobre a reflexão acerca da humanização dos sujeitos e não sobre a transmissão de conteúdos da ciência, embora essa dimensão, a da formação científica, esteja inequivocamente presente em todas elas, sem prejuízos. / This study is about scientific spreading potentiality as literature for science teaching. It is based on authors who have contributed to discuss the scientific spreading, such as Ana Maria Sanchéz Mora, José Reis, João Zanetic, Mônica Teixeira, and Ângelo Machado. It is also based on the presupposition of a humanizing education, and is anchored, in relation to this aspect, in Paulo Freire\'s contributions. From the reflections which have arisen through the dialogue with the consulted bibliography, it prioritizes the ones which have as centrality a conception of science related to the presence of contradictions and conflicts, a science inserted in the culture plan and understood as a process lived by scientists - also subjects inserted in contexts - a science, therefore, marked by human dilemma. Differing the canonical scientific spreading from the non-canonical scientific spreading, this study makes analysis of the narratives present in non-canonical works of literature, to know, 2001: A space odyssey, by Arthur Clarke, Os meninos da planície, by Cástor Cartelle, O dilema do bicho-pau, by Ângelo Machado, and Contact, by Carl Sagan. In the analysis of the works, specific contributions were prioritized in order to understand science as cultural production and the humanizing potentialities which have science teaching turned to the comprehension of human subjectivity aspects and of existence conflicts. It was possible to notice a typically mythological narrative emphasis in the analyzed works, marked by conflicting situations, as, for example, where the polarization between fear and enchant, desire and possibility, and dream and experience are carried out. It was also possible to localize one narrative option through the creative imagination, the human capacity and its creative potentiality, elements which are, in this case, fundamental motivations for the reflection about human life and also about science, a science produced from the social and contextual injunctions on, carried out by real people; these ones also having a human and subjective dimension. It was possible to suppose a likely contribution to the renewal of science teaching in the selected works, because its centrality remains over the reflection about the humanizing of the subjects and not over the transmission of science contents, although such dimension, the one of scientific formation, is undoubtedly present in all of them, without any harm.

¡@¡@The purpose of this study was to devise the innovative science teaching material and to investigate the instruction effect of innovative science teaching material. Thus, there were two major parts in this study, including the development process of teaching material and the instruction experiment. Firstly, seven award-winning science teachers with average 24 years seniority were gathered and organized as ¡§an innovative science teaching material development team.¡¨ Through regular team discussion and sharing, the team devised three teaching units¡X ¡§the weather variety,¡¨ ¡§simple machine,¡¨ and ¡¨burning¡¨ based on Creative Thinking Instruction Model¡]CTIM¡^. Besides, we used case study as the method and through in-depth interviews, we realized the factors that contribute to an award-winning science teacher' creative teaching material based on Amabile's¡]1997¡^componential model of creativity. ¡@¡@Secondly, the purpose of the instruction experiment was to investigate how the teaching material executed. The experienment group teacher received a 3-day instruction demonstration and reflection from the workshop by the team, while the contrasted group teacher didn¡¦t. We selected 110 sixth graders in one Kaoshiung primary school and proceeded 8-week different instructions. We took a quasi-experiment design and used ¡¨Technology Creativity Test¡¨, ¡§Creative Problem Solving Test¡¨, and self-developed science achievement tests as assessment tools. The applied analysis methods were descriptive statistics, One-Way ANCOVA, One-Way MACOVA, and Rasch-analysis. ¡@¡@The main findings were as follows: (a) the creative product of the award-winning science teacher conformed to Amabile's theory; (b) it seemed that the creative instruction workshop facilitated teachers to learn from award-winning science teacher; (c) the innovative science teaching material had significant effects on enhancing sixth graders¡¦ technological creativity; (d) students in different groups did not perform differently on problem solving abilities; (e) the innovative science teaching material had partial significant effects on enhancing sixth graders¡¦ science academic performance. Finally, some suggestions were proposed for educational instruction and future studies.

The purpose of this study is to investigate some of the conditions for teaching based on questions asked by the students. Special attention is given to the possibilities inherent in students' questions and to the limitations in the classroom. Two classes in each of the grades 3, 6 and 9 in six different schools were visited and the teaching was tape-recorded and observed. Complete descriptions of the lessons could be written down on the basis of these recordings and the observer's notes. 1024 questions that students asked were extracted and analysed on the basis of these descriptions. It appeared that boys asked almost twice as many questions as girls in almost all categories of questions with the exception of questions that the teacher invited the students to ask, orally or in writing, at the beginning of a new content area. Girls also asked comparatively more questions that opened the perspective by putting things into a wider context. In the visited classes 55 students were randomly selected for interviews. In the interviews the students were told to ask questions about six different objects. Altogether the students produced 1345 questions, girls slightly more than boys. The questions had to be systematized in order to be described in a suitable way. From the systematizing activity both content-oriented themes and cognitive categories emerged. The content-oriented themes were different for different objects, but certain similarities were observed. The themes could be organized along two lines, one stretching from the history or origin through actual appearance to future use and the other from details through appearance to relations to the surroundings. The cognitive categories that were found remained the same for all objects. It is worth emphasizing that the identification and description of the themes and categories of the content of the pupils' questions, within as well as outside the classroom, are to be seen as a main result of this study. Both concerning content-oriented themes and cognitive categories it was found that boys, working class students and students in grade 3 favoured the different categories in much the same way. The same applies to girls, upper middle class students and students in grade 6. In interviews teachers claimed that students were allowed to influence the teaching content by asking questions. Questions were said to be welcomed, noticed and answered. At the same time some of the teachers expressed strong ideas about what the students should know and what was expected of them. The analysis of the teachers' handling of the students' questions clearly demonstrated how teachers used certain strategies in order to adjust the questions to suit their purpose of stressing or repeating things that they considered to be important. All in the interest of being efficient and not wasting time. / digitalisering@umu

Teaching is a dynamic process involving teachers and learners in meaningful and collaborative efforts. Therefore, interacting with learners in the classroom is of vital importance to the teacher in order to enhance the teaching and learning process. The purpose of this research is to determine the factors influencing the participation of secondary school science learners in classroom communication (CC). The study was conducted in all the secondary schools in the Potchefstroom area, A questionnaire was compiled to investigate learners' level of participation in science CC, An interview guide for teachers was also compiled. A total of 235 Grade B learners were randomly selected from twelve (12) schools. The analysis showed that the teachers used primarily teaching-learning procedures that did not conform to the requirements of OBE. The reason is not necessarily that they are not well-informed on OBE principles, but the practicality of their leaching situations necessitated it In the process, learners do not acquire enough knowledge and skills needed for science classroom learning activities. This fails the main aim of enabling learners to participate in classroom communication, The limited use of communicative strategies in science teaching-learning can be attributed to a number of possible reasons, amongst which are: communication apprehension, poor language development, culture/heredity, and the types of classroom reinforcements and teaching styles. This study also focused on the factors that can positively influence classroom communication. An interview was conducted with teachers with the help of an interview guide. The results indicated that teachers, although generally warm and accepting, seem to be inflexible and lack dynamism when presenting the lesson, which in tum affects learners' participation in the classroom / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The university-level environmental studies subject Living in the Environment moved online progressively over two years. A Web-based version of the pre-existing subject was designed, implemented and evaluated over five semesters during 1997 and 1998. By the end of 1998, an online version of the subject was functioning effectively in a manner that enabled a teacher and students to work as a class group transacting teaching and learning activities entirely via the Web. The question of what the subject would be like as a result of going online, in the experience of the subject educators who worked with it, was the starting point for the research reported in this thesis. (For complete abstract open document)

Submitted by Monique Ortiz de Camargo (m.ortizcamargo@gmail.com) on 2018-08-21T19:26:17Z No. of bitstreams: 1 Dissertação-versão-final-MoniqueOrtiz.pdf: 2289730 bytes, checksum: 1932065f84b894904624557d159a89c3 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-08-22T12:59:14Z (GMT) No. of bitstreams: 1 camargo_mo_me_bauru.pdf: 2289730 bytes, checksum: 1932065f84b894904624557d159a89c3 (MD5) / Made available in DSpace on 2018-08-22T12:59:14Z (GMT). No. of bitstreams: 1 camargo_mo_me_bauru.pdf: 2289730 bytes, checksum: 1932065f84b894904624557d159a89c3 (MD5) Previous issue date: 2018-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Essa dissertação tem como temática central a abordagem e a expressão da cotidianidade e sua relação com âmbito científico (não cotidiano) no ensino de Ciências, mais especificadamente em Livros Didáticos de Ciências do Fundamental II elencados pelo catálogo do PNLD de 2017. Baseia-se nas contribuições da psicologia Histórico-Cultural, da pedagogia Histórico-Crítica e da teoria da Vida Cotidiana de Agnes Heller, partindo dos pressupostos que a educação escolar tem função mediadora entre os âmbitos cotidiano e não cotidiano da prática social para a formação dos indivíduos; que a formação dos mesmos não pode restringir-se ao âmbito da cotidianidade, tendo que superá-lo em direção as generalidades para si e que o livro didático é um instrumento de suporte importante no processo educativo tanto para os alunos quanto para os professores. Este estudo buscou analisar a expressão do cotidiano nos livros didáticos de Ciência e a relação proposta por eles com âmbito científico. O estudo se caracteriza como uma pesquisa documental de abordagem qualitativa, envolvendo a coleta dos documentos e a análise de conteúdo. Os documentos referem-se aos livros didáticos de Ciências do 6º, 7º, 8º e 9º anos de quatro coleções do PNLD de 2017, coletados em escolas do município de Botucatu-SP. Foram estabelecidas duas unidades de análises: quanto à abordagem do cotidiano nos capítulos dos livros como um todo, nos textos principais, imagens e atividades, na qual contabilizamos quantos capítulos abordaram o cotidiano; e quanto a relação estabelecida pelo livro entre o âmbito cotidiano e o científico, considerando como categorias as relações propostas por Heller de Intentio recta 1 e 2 e Intentio obliqua 1 e 2. A partir dos dados coletados, identificamos que a abordagem do cotidiano nos livros de Ciências é expressiva, principalmente nos livros referentes ao 6º e 9º anos, e que a Intentio obliqua 1 e a Intentio recta 1 foram as relações que apareceram na maioria dos capítulos que abordaram o cotidiano, com similaridade na relação prevalecente nos livros da mesma coleção. Os resultados permitiram reflexões sobre a relação entre conhecimentos cotidianos e científicos no ensino de Ciências, possibilitando fortalecer a defesa da função da educação escolar como socializadora dos conhecimentos científicos e da importância de análises críticas sobre o cotidiano e sua função para o ensino de Ciências. / This thesis has as its central theme the approach and expression of everyday life and its relation with the scientific scope (a non-everyday scope) on science teaching, more specifically, in science textbooks for elementary school listed on the catalog of PNLD 2017 (national program of the textbook). Our theoretical foundation is on the principles of historical-critical pedagogy, historical-cultural psychology and the everyday life theory from Agness Heller, based on the assumptions that the school education has the role of mediation between the everyday and noneveryday scopes from the social life for the individuals’ formation, which cannot be restricted to the everyday scope, it has to overcome it in direction to the generic objectivation for itself; and that the science textbooks are an important support instrument in the educational process for both students and teachers. Therefore, the aim of this research was to analyze the expression of everyday life in science textbooks and the relation between it and the scientific scope proposed by them. This study is characterized as a documentary research with a qualitative approach, involving the collection of the documents in question and the content analysis. The documents are the science textbooks of the 6th, 7th, 8th and 9th years from elementary school of four collections listed on the PNLD catalog of 2017, and they were collected from schools at Botucatu-SP. Two units of analysis were established: one regarding the everyday life approach in the textbooks, including the whole chapters, its main texts, its separated boxes and sections, its images and its exercises, in which we counted how many chapters approached the everyday life; and another regarding the relationship established by the textbooks between the everyday and scientific scopes, considering the relations proposed by Heller as the categories, the “intention recta” 1 and 2, and the “intention obliqua” 1 and 2. From the collected data, we identified that the everyday life approach in science books is expressive, especially in the books referring to the 6th and 9th years. We also identified that Intentio obliqua1 and Intentio recta 1 were the relationships that appeared in the most of the chapters that approached everyday life, and we highlight a certain similarity in the relation prevailing in the books of the same collection. The results allowed us to reflect on the relationship between everyday and scientific knowledge in science teaching, making it possible to strengthen the defense of the function of school education as a socialization of scientific knowledge and the importance of critical analyzes on everyday life and its function for teaching science.

RODRIGUES, Diego Adaylano Monteiro. Concepções, práticas e desafios na Mostra de Educação Ambiental do Ceará: o que fazem em educação ambiental os professores de ciências naturais? 2016. 185f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-07T16:44:29Z No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-04-08T14:48:01Z (GMT) No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) / Made available in DSpace on 2016-04-08T14:48:02Z (GMT). No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) Previous issue date: 2016 / The general purpose of this research is to understand how the environmental dimension is translated into the conceptual and practice experiences of natural sciences teachers. These educators develop environmental education activities in Fortaleza (CE) and were awarded in the Exhibition of Environmental Education of the State Teaching Network in Ceará (MEA). This study uses theoretical background from the “Environmental Education” (EE) and “Sciences Teaching” (ST), focusing on concepts of Critical EE, Technological-Scientific Literacy, and Science, Technology, Society and Environment (STSE). The investigation method employed in this thesis has a qualitative nature. In the first phase of this study, we surveyed three MEA organizers who are responsible for EE in Fortaleza and the State of Ceará. Additionally, we analyzed the documents related to the event. Regarding to the faculty (second phase), five women were selected from the State Teaching Network of Fortaleza. Data was gathered using questionnaries, semi-structured interviews, and through the analysis of documented reports sent to MEA. Data evaluation was substantiated by Content Analysis. We realized that MEA is related to other federal and state public policies, specially the ones that promote a sustainability culture in schools. Regarding EE, the event does not make a speech in unison, since one of its purposes is to present conservationist, scientific, resolute and critical insights. The teachers of Natural Sciences and Geography are the most common project advisors, and they usually talk about themes related to rubbish reduction and wastefulness. The MEA is represented by teachers and organizers as a stimulating, action-sharing, reporting and learning space, which highlights the importance of the event. In the second phase of the study, which involves only the sciences teachers, we realized that these professionals often consider the environment as the place where one lives, and that this concept lacks social and political aspects. EE is limited to a pragmatic or conservationist perspective. The ST’s viewpoints support the encouragement of a practical scientific literacy. The surveyed teachers tend to consider natural sciences as primary for EE practices and have more contextualized points of view regarding STSE (according to the evaluated parameters). Conceptions of EE such as parallel axis and appendix of teaching of Science are also predominant in the studied group. In other words, the teachers make a distinction between environmental and scientific contents. Among the group of participants this study, there is a noteworthy teacher who adopts a pragmatic EE conception and is engaged in the process of inserting water-related subjects in school curriculum, with the help of a group named Com-Vida. We conclude that EE proposals in synergy with TS are necessary. The proposals should 10 make curriculum alterations with interventions that query the social structures and the exagerated trust in a scientific-technological neutrality, rather than being restricted to methodological innovations which are parallel to the activities developed in the classroom. The presence of formalized groups in schools such as Com-Vida can assist this process. / O objetivo geral desta pesquisa é compreender como a dimensão ambiental se explicita nas concepções e práticas de professores de ciências naturais, que desenvolvem atividades de educação ambiental em Fortaleza (CE) e participaram da Mostra de Educação Ambiental da Rede Estadual de Ensino no Ceará (MEA). Este estudo utiliza aporte teórico originários da Educação Ambiental (EA) e Ensino de Ciências (EC), centrando-se sobre os conceitos de EA Crítica, alfabetização científica-tecnológica e enfoque Ciência, Tecnologia, Sociedade e Ambiente (CTSA). O percurso investigativo deste trabalho tem natureza qualitativa. Na primeira fase do estudo realizamos entrevistas com três organizadores da MEA que são responsáveis pela EA em Fortaleza e no estado do Ceará, também analisamos documentos relacionados ao evento. Quanto aos docentes (segunda fase do estudo), foram selecionados cinco professoras da área de Ciências Naturais da rede estadual de ensino de Fortaleza (CE). Foi realizada a análise documental dos trabalhos enviados a MEA e a coleta de dados com estas professoras por meio de questionários e entrevistas semiestruturadas. A análise dos dados foi fundamentada pela Análise de Conteúdo. Percebemos que a MEA tem relação com outras políticas públicas federais e estaduais, em especial as que promovem uma cultura de sustentabilidade na escola. O evento, como proposta, apresenta inserções conservacionistas, cientificas, resolutivas e críticas, assim não possui um discurso uníssono quanto a EA. Os professores de Ciências Naturais e Geografia predominam como orientadores dos trabalhos e geralmente abordam temáticas relacionadas a redução de resíduos e desperdício. A MEA é representada pelos professores e organizadores como espaço de estímulo, espaço de compartilhamento de ações, espaço de divulgação e espaço de aprendizagem, o que ressalta a importância do evento. Na segunda fase do estudo, que envolveu apenas as docentes da área de ciências, percebemos que para elas geralmente o meio ambiente é o lugar onde se vive e que esta concepção é ausente de aspectos sociais e políticos. A EA se reduz a uma visão pragmática ou conservacionista. As visões de EC sugerem o estímulo a uma alfabetização científica prática. As docentes tendem a visualizar as ciências da natureza como centrais nas práticas de EA e possuem visões mais contextualizadas sobre CTSA (dentro dos parâmetros avaliados). Também predomina no grupo estudado concepções de EA como eixo paralelo e como apêndice do ensino de ciências. Ou seja, para as docentes existem distinções entre o conteúdo dito ambiental e o científico. Destaca-se uma professora, com concepção de EA pragmática, que trabalha a dimensão ambiental nos conteúdos de Biologia e está engajada no processo de inserção da temática água em todo o currículo escolar, com a ajuda do grupo 8 Com-vida da escola. Argumentamos que são necessárias propostas de EA em sinergia com o EC, que não se restrinjam a inovações metodológicas paralelas as atividades em sala de aula, mas que façam reformulações curriculares com intervenções que questionem estruturas sociais e a confiança exagerada em uma neutralidade da ciência e tecnologia. A presença de grupos formalizados nas escolas como Com-vidas podem auxiliar este processo.

Propõe-se com essa pesquisa avaliar a metodologia da investigação científica Ensinar Ciências fazendo Ciência no contexto da prática, numa perspectiva de construção de paradigmas de ensino na educação básica. Trata-se de um estudo de caso realizado nos cursos de Férias, patrocinado pelo Espaço Ciências, com professores e gestores do sistema municipal de ensino, e, estudantes do curso de Licenciatura em Ciências Biológicas do Centro de Ensino Superior do Vale do São Francisco. Participaram também desta pesquisa 25 tutores que aplicaram essa metodologia em suas aulas no ensino Fundamental e Médio. Os resultados demonstram aprovação da metodologia, sendo avaliada pelos participantes do curso de Férias como excelente por 76% dos gestores, 57% dos professores e 100% dos estudantes do curso de Ciências Biológicas. Corroborado por 100% dos tutores que aplicaram essa metodologia no ensino fundamental e Médio, como boa (nota 9) e excelente(10). Em relação à metodologia investigada foram avaliadas as seguintes categorias: participação dos estudantes, aprendizagem, quantidade e qualidade de conteúdos, competências e habilidades mobilizadas pelos estudantes da educação básica, bem como a percepção dos ministrantes quanto às vantagens e desvantagens na aplicação da metodologia para os respectivos níveis de escolaridade. / It is proposed in this research was to evaluate the methodology of scientific research Teaching Science doing science in the context of practice, from the perspective of construction of educational paradigms in basic education. This is a case study in Holiday courses , sponsored by the Science Space, with teachers and managers of the municipal school system , and Bachelor's Degree students in Biological Sciences Higher Education Center of San Francisco Valley. Also participated in this study 25 tutors who applied this methodology in their classes in primary and secondary education. The results show approval of the methodology being evaluated by Holiday course participants as excellent by 76% of managers, 57% of teachers and 100% of the undergraduate students of Biological Sciences. Supported by 100% of tutors who applied this methodology in elementary school and high school, as good (note 9) and excellent (note10). Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels of education.

Orientador: Paulo Cesar de Almeida Raboni / Banca: Odisséia Boaventura de Oliveira / Banca: Cristiano Amaral Garboggini Di Giorgi / Resumo: O principal objetivo desta pesquisa foi compreender os processos de ensino e de aprendizagem em Ciências, através de análises da produção escrita de alunos do sétimo ano do ensino fundamental. Duas turmas de sétimo ano do Colégio de Aplicação João XXIII/ UFJF participaram da pesquisa, desenvolvendo atividades em aulas, a princípio consideradas mais contextualizadas. O tema ensinado foi a Teoria da Evolução, escolhido em consonância com os conteúdos previstos para o ano e em comemoração aos 150 anos de publicação do livro A Origem das Espécies, de Charles Darwin. As atividades de ensino tiveram os objetivos de despertar os alunos para um aprendizado que transcendesse os temas curriculares do ano e de desenvolver competências para o entendimento de temas mais complexos, previstos para os anos seguintes. Além das aulas expositivas, foram realizadas atividades com diferentes recursos, como filmes, histórias em quadrinhos, folhetos publicitários, notícias e pesquisas na internet, seguidas de debates e discussões entre os alunos. Foram analisados os textos produzidos por dezoito alunos. Da produção escrita, foram selecionados fragmentos relevantes para a análise. Nas análises, procuramos compreender se os alunos expressavam corretamente as ideias do ponto de vista científico, mas, além disso, distinguir os gestos de interpretação que constituem os sentidos, bem como o entendimento e a evolução das palavras que materializam os conceitos. As análises tiveram como referencial a Teoria da Enunciação de Mikhail Bakhtin, pautada principalmente nos conceitos de gêneros do discurso, réplica, palavra alheia, palavra própria. A pesquisa contou com apoio da Universidade Federal de Juiz de Fora e do Colégio de Aplicação João XXIII e se inscreve na linha 2 do Programa de Pós-Graduação da Unesp de Presidente Prudente: Práticas e Processos Formativos em Educação / Abstract: The main objective of this research has been to comprehend the teaching and learning processes in Sciences by the analysis of the written production from the students belonging from the seventh grade in Elementary School. Two groups of students from the 7th grade at "Colégio de Aplicação João XXIII" from UFJF have participated of the research, developing activities in classes, at first considered more contextualized. The learning theme was the Theory of Evolution, chosen in consonance to the contents previewed for the grade and in commemoration to the 150 years old of the publication of the book The Origin of the Species, by Charles Darwin. The activities for learning had as objectives to awaken the students for a learning that overcomes the curricular themes from this grade and to develop the competences to understand more complex themes, which will be studied in the coming years. In addition to lectures, it was realized some activities with different resources, such as films, cartoons, advertising leaflets, news and Internet research, followed by debates and discussions among students. It was analyzed the texts produced by eighteen students. From the written production, relevant fragments were selected for the analysis. In the analysis, we have looked forward to comprehend if the students express correctly the ideas using a scientific point of view, but besides this, to distinguish the gestures of interpretation that constitute the senses, as well as the understanding of the evolution of the words that materialize the concepts. The analysis had as theoretical reference the Theory of Enunciation by Mikhail Bakhtin, based mainly on the concept of gender of the discourse, replies, words... (Complete abstract click electronic access below) / Mestre