Orientador: Roberto Nardi / Banca: Silvia Regina Quijadas Aro Zuliani / Banca: Mario Roberto Quintanilla Gatica / Banca: Otávio Aloisio Maldaner / Banca: Odete Pacubi Baierl Teixeira / Resumo: Uma problemática bastante conhecida, mas pouco estudada pela pesquisa em educação em ciências, é a falta de consideração de aspectos históricos, filosóficos e sociológicos na formação inicial de professores de Ciências, fato que pode criar uma visão distorcida das ciências entre os futuros professores. Argumentamos que uma abordagem que forneça estes subsídios seria importante para atingir os objetivos do Ensino de Ciências que atenda os anseios de uma sociedade contemporânea. Desta forma, esta pesquisa defende que a população deve "saber ciência" e "saber sobre a ciência", com a finalidade de estar capacitada para tomar decisões informadas sobre assunto de política, tecnologia e ambiente. Assim, compreende-se que ensinar ciências significa, primeiramente, elaborar um sistema de representações estruturadas, interpresetadas e modeladas pelo professor, dependendo de como ele entende a ciência, suas teorias e modelos, para interpretar e recriar os fenômenos científicos, recorrendo ao saber disciplinar e ao saber disciplinar e ao saber pedagógico do conteúdo. Com estes pressupostos foi elaborada e desenvolvida uma proposta de ensino que procurou construir o "saber" e o "saber fazer" de professores em formação inicial de Química da Universidade Distrital (Bogotá-Colômbia), mediantea vivência de uma experiência docente em sala de aula em uma escola pública da cidade de Bogotá. Foram analisados os discursos dos futuros professores para compreender como os domínios e as manifestações do conhecimento lhes permitiram trabalhar as suas "representações científicas", ou seja, transformar o conhecimento científico em representações e ações pedagógicas e desenvolver habilidades como pensar, atuar e comunicar a ciência, ao mesmo tempo procurando promover atitudes e valores nos estudantes durante os processos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: A question sufficiently know but little studied by the science education researchers is the lack of consideration of historical philosophical and sociological aspects in the scientific practice and education in the teachers' initial education, which could create a distorted vision of the sciences among the future teachers. An approach taking into consideration these subsidies would be important to reach the aims of science education for the society. In this sense, this research stands up that the population is able in taking decisions informed on subjects of politics, technology and environment, which depends on the kind of scientific education is received by the citizens. In this way, it is understood that teaching sciences means, first of all to elaborate a system of representations that are structured, interpreted and shaped for the teachers, depending on how they understand science, their theories and models, to interpret and to recreate scientific phenomena appealing to the disciplinary knowledge and the pedagogical knowledge content. With these pressuppositions it was elaborated and developed a proposal of teachers education that aimed to construct the "knowledge" and the "knowledge making" for Chemistry teachers initial education at the "District University" (Bogota-Colombia), by means of a teaching experience in the classroom at public schools in Bogota City. The future teachers discourses were analyzed in order to undestand how their domains and knowledge manifestations allowed them to work their "scientific representations", in order to turn the scientific knowledge in pedagogical representations and actions and to develop abilities as to think, to act and to communicate science, and, at the same time, to look for promoting attitudes and values in the students during the processes of teaching and learning Chemistry. The... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-06-30Bitstream added on 2014-06-13T21:03:04Z : No. of bitstreams: 1 munozalbarracin_lm_dr_bauru.pdf: 2863216 bytes, checksum: da145805bebed60dbf41126b595aac30 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Uma problemática bastante conhecida, mas pouco estudada pela pesquisa em educação em ciências, é a falta de consideração de aspectos históricos, filosóficos e sociológicos na formação inicial de professores de Ciências, fato que pode criar uma visão distorcida das ciências entre os futuros professores. Argumentamos que uma abordagem que forneça estes subsídios seria importante para atingir os objetivos do Ensino de Ciências que atenda os anseios de uma sociedade contemporânea. Desta forma, esta pesquisa defende que a população deve saber ciência e saber sobre a ciência, com a finalidade de estar capacitada para tomar decisões informadas sobre assunto de política, tecnologia e ambiente. Assim, compreende-se que ensinar ciências significa, primeiramente, elaborar um sistema de representações estruturadas, interpresetadas e modeladas pelo professor, dependendo de como ele entende a ciência, suas teorias e modelos, para interpretar e recriar os fenômenos científicos, recorrendo ao saber disciplinar e ao saber disciplinar e ao saber pedagógico do conteúdo. Com estes pressupostos foi elaborada e desenvolvida uma proposta de ensino que procurou construir o saber e o saber fazer de professores em formação inicial de Química da Universidade Distrital (Bogotá-Colômbia), mediantea vivência de uma experiência docente em sala de aula em uma escola pública da cidade de Bogotá. Foram analisados os discursos dos futuros professores para compreender como os domínios e as manifestações do conhecimento lhes permitiram trabalhar as suas representações científicas, ou seja, transformar o conhecimento científico em representações e ações pedagógicas e desenvolver habilidades como pensar, atuar e comunicar a ciência, ao mesmo tempo procurando promover atitudes e valores nos estudantes durante os processos... / A question sufficiently know but little studied by the science education researchers is the lack of consideration of historical philosophical and sociological aspects in the scientific practice and education in the teachers' initial education, which could create a distorted vision of the sciences among the future teachers. An approach taking into consideration these subsidies would be important to reach the aims of science education for the society. In this sense, this research stands up that the population is able in taking decisions informed on subjects of politics, technology and environment, which depends on the kind of scientific education is received by the citizens. In this way, it is understood that teaching sciences means, first of all to elaborate a system of representations that are structured, interpreted and shaped for the teachers, depending on how they understand science, their theories and models, to interpret and to recreate scientific phenomena appealing to the disciplinary knowledge and the pedagogical knowledge content. With these pressuppositions it was elaborated and developed a proposal of teachers education that aimed to construct the knowledge and the knowledge making for Chemistry teachers initial education at the District University (Bogota-Colombia), by means of a teaching experience in the classroom at public schools in Bogota City. The future teachers discourses were analyzed in order to undestand how their domains and knowledge manifestations allowed them to work their scientific representations, in order to turn the scientific knowledge in pedagogical representations and actions and to develop abilities as to think, to act and to communicate science, and, at the same time, to look for promoting attitudes and values in the students during the processes of teaching and learning Chemistry. The... (Complete abstract click electronic access below)

Este estudo tem por objetivo identificar como o termo \"química\" se apresenta nas concepções de um grupo de licenciandos em Química de diversas universidades públicas brasileiras. Para isso, foi utilizado como suporte teórico a Teoria das Representações Sociais. Os dados foram obtidos a partir de questionário aplicado a 148 estudantes de cinco universidades brasileiras, com faixa etária entre 17 e 36 anos. Este questionário apresenta questões que utilizam-se da técnica de evocação livre de palavras e questões dissertativas. Para a análise do material coletado, utilizou-se da técnica de análise de conteúdo, de Bardin, da análise estrutural das representações sociais, proposta por Abric, e da análise de similitude, proposta por Flament. Com o auxílio da análise de conteúdo, as informações obtidas a partir das questões de evocação livre de palavras permitiram identificar e compreender as relações estabelecidas por estes licenciandos para o termo \"química\", permitindo que se explicitassem os vários possíveis sentidos dessa palavra. Além disso, a utilização da análise de similitude possibilitou o refinamento dos termos constituintes da representação social do grupo pesquisado, tornando o núcleo central mais preciso. Os resultados indicam uma representação pautada no conhecimento formal ingênuo, apontando uma compreensão superficial, genérica e, muitas vezes, equivocada de elementos conceituais da escolarização formal. Os termos constituintes da representação social mostram que essa visão superficial da Química está fortemente enraizada entre o grupo pesquisado e que, a curto prazo, não tende a mudar, visto que alterações na estrutura central da representação social são difíceis de ocorrer. O conjunto de informações obtidas permite supor que a representação encontrada seja sistematicamente alimentada por professores, métodos de ensino, currículos e materiais didáticos utilizados ao longo da escolarização desses indivíduos. Nesse sentido, estudos como este possuem papel importante no processo de formação (inicial e continuada) de professores, no sentido de identificar lacunas conceituais entre professores e licenciandos, alertar os formadores de professores da existência dessas lacunas na formação conceitual dos licenciandos, além de trazer informações que possam auxiliar no desenvolvimento de estratégias de intervenção para superar tais lacunas. / The present work reports how the term \"chemistry\" is present in the views of a group of undergraduates of chemistry teacher training courses of several Brazilian public universities. Serge Moscovici´s Theory of Social Representations is the theoretical guideline that underlies this study. Information was gathered through a questionnaire applied to 148 students, aged between 17 and 36 years, using the technique of free word association and essay questions. For the analysis of the collected material, we used the technique of content analysis, of Bardin, the structural analysis of social representations, proposed by Abric, and the similarity analysis, proposed by Flament. The information obtained from the free word association was treated with the content analysis technique. This allows to explicit the various possible meanings of that term. In addition, the use of similitude analysis enabled the refinement of the constituent terms of social representation, making the central core most accurate. The results indicate a representation guided in the naive formal knowledge, pointing a superficial, generic and often misguided conceptual understanding of formal schooling elements. The constitution of the social representation shows that this superficial view of chemistry is entrenched between the study group members\' views. This representation is not likely to change in the short term, since changes in the central structure of social representation are hard to occur. The set of information suggests that teachers, teaching methods, curriculum and materials used during the schooling process may systematically feed the representation found. In this way, studies like this play an important role in the teacher training process (initial and continuing) in order to identify conceptual gaps between teachers and undergraduates, alert the teacher trainers of the existence of these gaps in the conceptual training of undergraduates, and bring information that can assist in the development of intervention strategies to overcome these gaps.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

The intent of this study is to identify correlations that might exist between Web-based instruction and higher assessment scores in secondary education. The study framework was held within the confines of a public high school chemistry classroom. Within this population there were students identified as gifted and talented (GT) as well as those without this designation. These two classifications were examined for statistically higher assessment scores using a two-tailed t-test. Results indicated that females outperformed males on pre- and post- instructional unit tests. All subgroups improved their logical-thinking skills and exhibited positive attitudes towards Web-based instruction. In general, Web-based instruction proved beneficial to improving classroom performance of all GT and non-GT groups as compared to traditional classroom instruction.

It is the specific purpose of this investigation to determine the difference, if any, in the amount of practical, everyday chemistry learned by the science majors as opposed to the non-science majors enrolled in general chemistry at the North Texas State College during the school year 1950-1951.

This study uses the ACS first-term general chemistry exam to determine if one curriculum approach is more effective in increasing student success than the other based on their performance on the ACS exam. Two chemistry curriculum approaches were evaluated in this study; the traditional curriculum (TC) and the Atoms First (AF) approach. The sample population was first-semester general chemistry students at Collin College in Frisco, TX. An independent sample t-test was used to determine if there were differences in overall performance between the two curriculum approaches on two different versions of the ACS exam. The results from this study show that AF approach may be a better alternative to the TC approach as they performed statistically significantly better on the 2005 exam version. Factor analysis was used to determine if there were differences between the two curriculum approaches by topic on the ACS exam. Eight different topics were chosen based on topics listed on the ACS Examinations Institute Website. The AF students performed better at a statistically significant level than the TC students on the topics of descriptive chemistry and periodicity, molecular structure, and stoichiometry. Item response theory was used to determine the chemistry content misconceptions held by the students taught under both curriculum approaches. It was determined that for both curriculum groups the same misconceptions as determined by the Zcrit values persisted.

No description available.

No description available.

The science-major General Chemistry sequence offered at the University of Houston has been investigated with respect to the effectiveness of recent incorporation of various levels of computer technology. As part of this investigation, questionnaire responses, student evaluations and grade averages and distributions from up to the last ten years have been analyzed and compared. Increased use of web-based material is both popular and effective, particularly with respect to providing extra information and supplemental questions. Instructor contact via e-mail is also well-received. Both uses of technology should be encouraged. In contrast, electronic classroom presentation is less popular. While initial use may lead to improved grades and retention, these levels decrease quickly, possibly due to a reduction in instructor spontaneity.