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.

Este estudo teve como objetivo identificar as tendências de pesquisa em argumentação no ensino de Ciências (AEC) no período de 1988 a 2008 (21 anos). A argumentação é uma prática discursiva central na Ciência e, por isso, defendemos ser também central no ensino de Ciências (EC). Apesar da AEC vir ganhando importância na pesquisa em EC, são raros estudos que avaliam o histórico e as tendências dessa produção científica. Nosso estudo trata-se de uma pesquisa descritiva documental, em que se analisaram 51 artigos científicos, publicados em revistas especializadas. Estes artigos foram classificados segundo (a) o tipo (empírico, de revisão ou de posição), (b) sujeito foco de análise (aluno ou professor), (c) seus perfis e supraperfis (categorias criadas a partir de dados coletados do foco, da pergunta e do objetivo de pesquisa) e (d) o tipo de uso da obra de Toulmin (1958) como referencial teórico. Os resultados mostraram que, na pesquisa em AEC: (a) apesar do predomínio de estudos empíricos, os de revisão tiveram papel de destaque no desenvolvimento da área; (b) a maioria dos estudos enfatiza o estudante como sujeito foco de análise e recentemente tem aumentado o número de artigos com foco no professor; (c) a maior parte das publicações referem-se a estudos com foco na estrutura do argumento e/ou na construção da argumentação, no entanto estudos com foco no ensinoaprendizagem vêm aumentando gradual e crescentemente nos últimos anos; e (d) o padrão de argumento de Toulmin (1958) foi, e ainda dá mostras que será, amplamente utilizado na pesquisa para a análise de argumentos, ressalvando, entretanto, que suas limitações como ferramenta metodológica têm motivado pesquisadores da área a criar novos instrumentos de análise, mais condizentes com os atuais focos de pesquisa. / This study aimed to identify research trends in argumentation in Science teaching (AST) in the period of 1988 to 2008 (21 years). Argumentation is a discursive practice central to Science and therefore we defend it to be central to Science teaching (ST) as well. Even though research in ST is gaining importance, only a few studies have assessed the history and trends of scientific production in the area. Our study is a documental descriptive research, in which 51 scientific papers, published in specialized journals, were analyzed. These papers were classified according to (a) type (empirical research article, review or position paper), (b) subject focused in analysis (student or teacher), (c) its profiles and supraprofiles (categories created from data gathered from research focus, question and objective) and, (d) type of use of Toulmin\'s (1958) work in the theoretical framework. Results showed that, in AST research: (a) despite predominance of empirical studies, review studies had a major role in the development of the area; (b) most studies emphasize the student as the subject focused on analysis and have recently increased the number of articles focusing on teachers, (c) most of the reports refer to studies focusing on argument structure of and/or construction of the argumentation; however, studies focusing on teaching and learning have been increasing gradually in recent years, and; (d) Toulmin\'s Argument Pattern (1958) was and shows signs that will continue to be widely used in argument analysis, stressing, however, that its limitations as a methodological tool have motivated researchers of the area to create new analytical tools, more consistent with the current research focus.

Doctor of Philosophy / Department of Curriculum and Instruction / Margaret G. Shroyer / John R. Staver / This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.

Orientadores: Maurício Urban Kleinke, Maria José Fontana Gebara / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T09:33:11Z (GMT). No. of bitstreams: 1 Oliveira_CaioFerraride_M.pdf: 3926072 bytes, checksum: 3a6d1f3d06e2eb079aafb12bef2ece45 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa teve por finalidade analisar se a contextualização adotada na prova de Ciências da Natureza do Exame Nacional do Ensino Médio (Enem) possui impacto no desempenho dos candidatos. Para esta análise, foram criadas, a partir de uma leitura dos Parâmetros Curriculares Nacionais do Ensino Médio, quatro categorias de contexto: Cotidiano; Tecnológico; Científico; Exercícios. As questões da prova de Ciências da Natureza do Enem 2010 foram classificadas de acordo com os contextos e foi analisado o desempenho de cerca de um milhão de candidatos que iriam cumprir o Ensino Médio no ano em que prestaram a prova. Esse grupo de estudantes foi separado de acordo com a rede escolar que cursou o ensino médio, o grau de escolaridade do pai, da mãe e o nível de renda familiar. O desempenho por contexto foi medido a partir da média dos índices de acertos nas questões de cada categoria o qual mostrou uma relação entre desempenho e contexto sendo que as questões mais fáceis foram de contexto Cotidiano, Tecnológico, Exercícios e Científico, na ordem. Esta sequência não variou em função das características socioeconômicas ou familiares dos candidatos. Além da análise de desempenho, foi realizada uma medida de distância entre os candidatos em função da rede escolar e de indicadores socioeconômicos associados à renda familiar e escolaridade dos pais. As distâncias foram determinadas utilizando a distância de Cohen e apontaram que as questões de contexto Cotidiano e Exercícios possuem as maiores distâncias de desempenho entre os estudantes em função dos indicadores socioeconômicos / Abstract: This research aims to examine whether the contextualization adopted in the Natural Sciences test of the National Secondary Education Examination (Enem) has an impact on the performance of candidates. For this analysis, four categories of context were created from a reading of the National Curriculum Parameters from High School,: Everyday life, Technological, Scientific and Exercises. The items of the Natural Sciences test of Enem 2010 were classified according to the contexts and the performance of about one million candidates that would finish high school in 2010 were analyzed. This group of students was separated according to the school network ¿ public or private ¿ that they attended during high school, schooling level of father and mother, and family income. The performance in each context was measured from the average rate of correct answers on questions from each category. This analysis showed a relationship between performance and the context in which the questions were easier, Everyday Life, Technological, Scientific and Exercises contexts, respectively. This sequence did not vary according to the family¿s socioeconomic characteristics or school network attended. Besides performance analysis, a statistical distance between the candidates¿ performance was performed according to the school network and socioeconomic indicators associated with family income and parental education. The distances were determined using the Cohen distance and suggested questions on Everyday contexts and Exercises have the greatest distances in performance between students in terms of socioeconomic indicators / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

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This study aims to explore preschool teachers&#039 / attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers&#039 / toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara during the second semester of 2006-2007 academic years. The data were collected by administering Early Childhood Teachers&#039 / Attitudes toward Science Teaching Scale (ECTASTS). Analysis of the data indicated that there is a statistically significant relationship between preschool teachers&#039 / attitudes toward science and the frequency of science activities that they provide in the classroom. Also, all factors were found highly related with the teachers&#039 / attitudes toward science teaching and the frequency of science activities except for age and in-service training.

abstract: To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner. The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teachers / totally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times / at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.

Practical work forms an integral part of physical science. Most schools in Venda have no laboratories for practical work. Teachers use the telling method. Students learn by rote. They learn without understanding science concepts. They cannot apply their knowledge to real life situations. This research investigates the use of equipment from inexpensive material in teaching physical science. Teachers trained to improvise equipment use them in classroom teaching. These help teachers to understand many science concepts and use the process approach in their teaching. The research found that when science is taught through experiments with improvised apparatus, student learning occurs at various domains of science education. The bad effects of lack of facilities for practical work are mostly eliminated. Meaningful learning leads to the understanding of science concepts. Students construct their own knowledge, apply it to any situation and enjoy learning the subject. / Curriculum and Instructional Studies / M. Ed. (Didactics)

This diploma thesis deals with the inclusion of project days in Natural history lessons at elementary schools in Most and nearby villages. The diploma thesis is divided into three parts. The theoretical part is devoted to origin and history of project-based learning in the world and in czech schools, theoretical concepts that are directly related to project-based learning, and also the incusion of project-based learning into present educational proces, advantages and disadvantages of project-based learning. The research part of the thesis and the main research problem focuses on using the project-based learning at primary school. The research part is the result of a questionnaire survey that I realized at selected elementary schools. In the process of researching was used a questionnaire method, which i sone of the most common tools for data collection. Teachers from these schools took care of completing the statistical data. The questionnaire was created and distributed electronically. In the practical part I present the project day "Tree Day" which I realized at lower secondery school Obránců míru in Most. KEY WORDS Project-based learning, project day, science teaching