Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-27T13:27:54Z No. of bitstreams: 1 Disserta??o Vanessa Mendes de Lima-homologada-26-06-18.pdf: 1584014 bytes, checksum: efff3675beca980f3daec511415ba17d (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-07-03T14:11:30Z (GMT) No. of bitstreams: 1 Disserta??o Vanessa Mendes de Lima-homologada-26-06-18.pdf: 1584014 bytes, checksum: efff3675beca980f3daec511415ba17d (MD5) / Made available in DSpace on 2018-07-03T14:34:17Z (GMT). No. of bitstreams: 1 Disserta??o Vanessa Mendes de Lima-homologada-26-06-18.pdf: 1584014 bytes, checksum: efff3675beca980f3daec511415ba17d (MD5) Previous issue date: 2018-03-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The following investigation aims to analyze how the skills and competencies of the PISA test questions reflect the reality of school science education in Porto Alegre and its metropolitan region. The subjects who took part in this research were three teachers from the Natural Sciences area and one hundred and nine students, aged 15 to 16 years old, from two public schools of Porto Alegre and one private school from its metropolitan region. For data collection instruments, we used questionnaires to collect their profiles; individual semi-structured interviews with teachers; semi-structured interviews in focus groups with students, and three questions, with different competencies from PISA, which were answered by the students of this research. We analyzed data collected qualitatively through Content Analysis, according to the assumptions of Bardin (2016). Analyzes compose a discussion about the proximities and disagreements between the dimensions of scientific literacy proposed by PISA and the reality of science education. In addition, they are intended to argue if the competences required by the evaluation meet scientific knowledge presented by the students taking part in this research. From the analysis of the results, it is possible to infer that the skills and competencies of the PISA questions are beyond the knowledge presented by the students; therefore, they do not reflect the reality of the science education of studied schools. / A presente investiga??o tem o objetivo de analisar como as compet?ncias e habilidades das quest?es da prova do PISA est?o refletidas na realidade da educa??o em ci?ncias de escolas de Porto Alegre e regi?o metropolitana. Os sujeitos participantes da pesquisa foram tr?s professores da ?rea de Ci?ncias da Natureza e cento e nove estudantes, na faixa et?ria de 15 a 16 anos, de duas escolas p?blicas de Porto Alegre e uma escola privada da regi?o metropolitana. Como instrumentos de coleta de dados foram utilizados question?rios, para levantamento de perfil; entrevistas semiestruturadas individuais, com os professores; entrevistas semiestruturadas em grupos focais, com os estudantes e tr?s quest?es, de compet?ncias distintas, do PISA, que foram respondidas pelos estudantes sujeitos da pesquisa. Os dados coletados foram analisados qualitativamente por meio do m?todo de An?lise de Conte?do, de acordo com os pressupostos de Bardin (2016). As an?lises comp?em uma discuss?o acerca das aproxima??es e dos desacordes entre as dimens?es do letramento cient?fico, propostas pelo PISA e a realidade da educa??o em ci?ncias. Al?m disso, consistem em argumentar se as compet?ncias exigidas pela avalia??o v?o ao encontro dos conhecimentos cient?ficos apresentados pelos estudantes participantes desta pesquisa. A partir da an?lise dos resultados, ? poss?vel inferir que as compet?ncias e habilidades das quest?es do PISA est?o al?m dos conhecimentos apresentados pelos estudantes, portanto, n?o est?o refletidas na realidade da educa??o em ci?ncias das escolas estudadas.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:25:04Z No. of bitstreams: 1 ArnorDionizioDosSantos_DISSERT.pdf: 1483333 bytes, checksum: 04e01cb6f70ca8e633fb5d66c66fbaf5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T19:26:14Z (GMT) No. of bitstreams: 1 ArnorDionizioDosSantos_DISSERT.pdf: 1483333 bytes, checksum: 04e01cb6f70ca8e633fb5d66c66fbaf5 (MD5) / Made available in DSpace on 2016-05-13T19:26:14Z (GMT). No. of bitstreams: 1 ArnorDionizioDosSantos_DISSERT.pdf: 1483333 bytes, checksum: 04e01cb6f70ca8e633fb5d66c66fbaf5 (MD5) Previous issue date: 2015-07-29 / Sendo uma das atividades mais importantes, antigas e nobres da humanidade, o ato de ensinar desempenha uma relevante fun??o na vida de todos os cidad?os. Para aprimorar essa pr?tica, na Universidade Federal do Rio Grande do Norte, foi criada em 2008 as disciplinas de Instrumenta??o para o ensino de ci?ncias I e II que se prop?em a preparar os licenciandos para sua pr?tica docente futura, contribuindo para a forma??o de um profissional reflexivo e atualizado nas novas tend?ncias para o ensino de ci?ncias e biologia. O objetivo principal desta pesquisa foi avaliar a contribui??o da disciplina de Instrumenta??o para o Ensino de Ci?ncias e Biologia I sobre a inten??o do licenciando em ser professor. A pesquisa foi realizada nos anos de 2009 a 2013 e contou com a participa??o de 235 alunos de licenciatura do curso de ci?ncias biol?gicas (com distribui??o de g?nero equivalente) dos turnos diurno (111 alunos) e noturno (124 alunos). A coleta de dados consistiu na aplica??o de question?rios para alunos de licenciatura em ci?ncias biol?gicas sobre a inten??o de ser professor. Envolveu duas etapas: no in?cio e no final da disciplina de Instrumenta??o para o Ensino de Ci?ncias e Biologia I. No in?cio, apenas metade dos alunos desejam ser professores e, ao final da disciplina esse n?mero aumenta em 6,81%. Entre os estudantes que n?o t?m a inten??o em ser professor o motivo mais relatado foi a inseguran?a (33,33%). A principal vantagem da profiss?o docente relatada pelos estudantes foi a responsabilidade social que teve o relato aumentado de 34,89% para 48,08% ao final da disciplina. Quanto ? desvantagem, a desvaloriza??o profissional foi a mais relatada (in?cio: 65,25%; fim: 68,51%), sem muita diferen?a entre as etapas. Quando comparadas em rela??o ao turno em que estudam as percep??es dos estudantes sobre o of?cio de ensinar n?o s?o as mesmas indicando um fator da idade e atividade dos participantes al?m do papel informativo e formativo da disciplina. / One of the most important activities, ancient and noble of humanity, the act of teaching plays an important role in the lives of all citizens. To improve this practice, the Federal University of Rio Grande do Norte, was established in 2008 the Instrumentation disciplines for teaching science I and II that purport to prepare undergraduates for their future teaching practice, contributing to the formation of a professional reflective and updated on new trends in the teaching of science and biology. The main objective of this research was to evaluate the contribution of Instrumentation discipline for Science and Biology I Teaching about the intention of licensing in being a teacher. The survey was conducted in the years 2009 to 2013 and included the participation of 235 undergraduate students of biological sciences (with equal gender distribution) of daytime shifts (111 students) and night (124 students). Data collection consisted of questionnaires for undergraduate students in biological sciences on the intention of being a teacher. It involved two stages: at the beginning and end of Instrumentation discipline for Science and Biology teaching I. At first, only half of the students want to be teachers and at the end of the course, that number increases by 6.81%. Among students who do not intend to be a teacher the most reported reason was insecurity (33.33%). The main advantage of the teaching profession reported by students was the social responsibility that had increased reporting of 34.89% to 48.08% at the end of the course. As for the downside, the professional devaluation was the most reported (start: 65.25%; end: 68.51%), with little difference between steps. We can say that these changes, significant or not, have merit by the course of Instrumentation for Teaching Science and Biology I. When compared against the shift in studying the perceptions of students about the craft of teaching are not the same indicating the age factor and activity of the participants in addition to the informative and formative role of discipline.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-25T19:30:29Z No. of bitstreams: 1 KalineSoaresDeOliveira_DISSERT.pdf: 1882867 bytes, checksum: e5aa430f9c5d6bf26e8a7030c5b6398e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-28T20:16:49Z (GMT) No. of bitstreams: 1 KalineSoaresDeOliveira_DISSERT.pdf: 1882867 bytes, checksum: e5aa430f9c5d6bf26e8a7030c5b6398e (MD5) / Made available in DSpace on 2016-07-28T20:16:49Z (GMT). No. of bitstreams: 1 KalineSoaresDeOliveira_DISSERT.pdf: 1882867 bytes, checksum: e5aa430f9c5d6bf26e8a7030c5b6398e (MD5) Previous issue date: 2015-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Estudos e reflex?es sobre as tend?ncias atuais no ensino de ci?ncias mostram a import?ncia de incorporar na pr?tica docente, atividades com uma abordagem investigativa, problematizadora e que permitam aos educandos compreender e aplicar conceitos e fen?menos cient?ficos. Nesta perspectiva, a forma??o do professor ? essencial para efetivar a pr?tica dessa abordagem em sala de aula. Diante disso, a presente pesquisa tem como objetivo contribuir com a forma??o de professores de ci?ncias do ensino b?sico no uso da abordagem do ensino por investiga??o, com vistas ? supera??o de obst?culos e a realiza??o de mudan?as na pr?tica pedag?gica. Para tanto, foi realizada uma pesquisa qualitativa com professores de ci?ncias da rede municipal de ensino de Natal/RN, que participaram do curso de forma??o sobre o ensino por investiga??o no ano de 2012, atrav?s do projeto intitulado Em Busca de Novos Talentos para a Ci?ncia: uma interven??o no ensino p?blico. Para a obten??o dos dados foi feita a aplica??o de question?rio, entrevistas semiestruturadas, grupo de estudos, registros escritos e a observa??o participante. Os resultados evidenciaram que o ensino com uma abordagem investigativa, ainda est? pouco presente na pr?tica pedag?gica dos professores que participaram do primeiro curso de forma??o - Novos Talentos bem como a exist?ncia de algumas concep??es equivocadas sobre essa estrat?gia de ensino quanto ? rela??o feita ao m?todo cient?fico e a necessidade do uso da experimenta??o, al?m de dificuldades relacionadas ao planejamento das atividades para a aplica??o efetiva dessa abordagem. No que diz respeito aos professores que participaram do grupo de estudo durante essa pesquisa, constatamos que com a aproxima??o, a partir dos estudos e da viv?ncia, houve o alcance de maior abertura ?s mudan?as e consequente supera??o dos obst?culos para a pr?tica do ensino por investiga??o. Al?m disso, demonstraram novas perspectivas para o ensino de ci?ncias e a compreens?o de que o aprimoramento dessa estrat?gia did?tica ? consequ?ncia do fazer, tanto para o professor quanto para os alunos. / Studies and reflections about the current trends on teaching Science show us the importance of include in the teaching practice, activities with a investigative and problematic approach, that allow to the learners to understand and to apply concepts and phenomena scientifics. On this perspective, the teacher continuing education is essential to effect the practice of this approach in the classroom. Therefore, this research has as an objective to contribute with Science teacher continuing formation in the basic education, in the use of the investigative approach, with a view to overcoming obstacles and making change in pedagogical practice using this research elements. For this, a qualitative research with science teachers of basic schools in the city of Natal/ RN/ Brazil was held, who attended the training course on teaching by investigation in 2012, through the project entitled "Em Busca de Novos Talentos para a Ci?ncia: uma interven??o no ensino p?blico" (Searching New Talents for Science: an intervention in public education).The research was conducted in four stages: Diagnosis of the conceptions of education for research and incorporation into practice after the New Talents course; projection of the intervention, intervention and evaluation. To obtain the data it was made a questionnaire, semi-structured interviews, group studies, written records and participant observation. It was analyzed that the course had significant contributions to the participating teachers to promote the approach and the motivation for incorporation of the investigative approach in practice. The permanence of weaknesses related to the theoretical basis was found, the wear resistance, difficulty in planning activities and the change in practice, diagnosed the previous course of this research. It was also noticed certain lack of domain of teaching principles of investigation by the teachers, who despite being well understood in theory, reveal gaps in practice. Despite not having been exploited the full potential of investigative activity is apparent that the inclusion of activities with an investigative approach to science and biology classes is essential for an active, critical and reflective posture of the students as well as the interest in learning about science. It was demonstrated that intervention with moments of reflection, engagement, knowledge exchange, it was effective in overcoming difficulties identified at baseline as well as providing greater motivation to face the innovations and changes in education, suggesting an important format to considered in the course of continuing education. This is because the planning and replanning allow teachers to reflect and evaluate their practice, contributing to overcoming difficulties of teachers on a daily basis.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-11T14:05:37Z No. of bitstreams: 1 TESE_BIBLIOTECA-Gabriela-delord.pdf: 13730373 bytes, checksum: d274eb7f0230f266ae20af1a737480c0 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-06-15T11:34:37Z (GMT) No. of bitstreams: 1 TESE_BIBLIOTECA-Gabriela-delord.pdf: 13730373 bytes, checksum: d274eb7f0230f266ae20af1a737480c0 (MD5) / Made available in DSpace on 2018-06-15T11:40:55Z (GMT). No. of bitstreams: 1 TESE_BIBLIOTECA-Gabriela-delord.pdf: 13730373 bytes, checksum: d274eb7f0230f266ae20af1a737480c0 (MD5) Previous issue date: 2017-03-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / La investigaci?n se centra en la reflexi?n sobre los obst?culos ideol?gicos que impiden que las propuestas innovadoras en la Ense?aza de las Ciencias sean implementadas con ?xito, y de forma generalizada, en el contexto de la ense?anza tradicional. Para ello, se analiza el discurso de la teor?a del Proyecto IRES y el discurso de los profesores que aplican ?sta en algunas escuelas p?blicas. Es a partir de la teor?a del An?lisis del Discurso propuesta por Michel P?cheux (1969) que se analizan los obst?culos ideol?gicos existentes entre las pr?cticas innovadoras y las tradicionales. Al final, llegamos a la conclusi?n de que el cambio escolar no s?lo depende de las buenas pr?cticas de ense?anza, sino tambi?n de la necesidad de un nuevo discurso pedag?gico ideol?gico, que de consistencia a las propuestas innovadoras en la Ense?anza de las Ciencias. / This work investigated the existence of ideological obstacles that prevent innovative proposals in the field of science education from projects, models, didactic methods and educational theories to be successfully and widely implemented in the traditional context of teaching. For this, the innovative proposal of the IRES Project was analyzed, both its theory and its application by teachers in different schools. It is from the Theory of Discourse Analysis, proposed by Michel P?cheux (1969), that we reveal the ideological obstacles between innovative practice and traditional practice. In the end, we conclude that school innovation does not depend only on the application of good pedagogical practices, but on the need for a new ideological pedagogical discourse, in order to meet the perspectives of innovative proposals for Science Teaching. / Esse trabalho investigou a exist?ncia de obst?culos ideol?gicos que impedem que propostas inovadoras no ?mbito do Ensino de Ci?ncias advindas de projetos, modelos, m?todos did?ticos e teorias educacionais sejam implementadas, com ?xito e de forma generalizada, no contexto tradicional de ensino. Para isso, analisou-se a proposta inovadora do Projeto IRES, tanto sua teoria quanto sua aplica??o por docentes em distintas escolas. ? a partir da Teoria da An?lise do Discurso, proposta por Michel P?cheux (1969), que revelamos os obst?culos ideol?gicos existentes entre pr?tica inovadora e pr?tica tradicional. Ao final, conclu?mos que a inova??o escolar n?o depende s? da aplica??o de boas pr?ticas pedag?gicas, mas da necessidade de um novo discurso pedag?gico ideol?gico, a fim de atender as perspectivas das propostas inovadoras para o Ensino de Ci?ncias.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T18:25:28Z No. of bitstreams: 1 2017 - Nat?lia Alves Machado.pdf: 3771402 bytes, checksum: 7e4676cbdd43a00d5d92a31b0864721c (MD5) / Made available in DSpace on 2018-06-13T18:25:28Z (GMT). No. of bitstreams: 1 2017 - Nat?lia Alves Machado.pdf: 3771402 bytes, checksum: 7e4676cbdd43a00d5d92a31b0864721c (MD5) Previous issue date: 2017-02-10 / A large amount of students come to high school having great difficulties to understand the basics Physics contents, precisely because they did not truly understand the basics concepts, such as the elementary operations and etc. It turns into be one of the biggest challenges faced by us, the teachers, in the classroom, who seek to make classes attractive and meaningful for the students learning process. In the search to make the process more cooperative, that is to say, by having students actively participating in the discussion of themes several techniques have been developed. In this paper, we will discuss some fundamental concepts in Physics ? magnitudes and its measurement units, length, ratio and proportion, area and volume ? in the attempt to investigate how students understand these concepts and how some tangible activities done inside the classroom with students of any school year help them to set more advanced and abstracts Physics concepts. Elaborating simple and concrete material brings many possibilities either for students or for teachers. With the handling and experimentation of these materials, students will understand the basic phenomena associated to it, so teachers could rethink their own lessons, in addition to discuss with the students how they need to go through the concrete ?thought? so they can think of the magnitudes in a more abstract way, which we do, in most cases, in Physics teaching. Thereby this paper exposes a wide-ranging discussion about the need and the importance of the concrete to improve students learning in order to enhance classes, stimulate the students and enable them to be able to appropriate the themes that are presented to them in Physics. / Muitos alunos chegam ao Ensino M?dio com uma grande dificuldade de entender os conte?dos b?sicos de F?sica, justamente por n?o terem aprendido de maneira concreta os conceitos b?sicos, como por exemplos as unidades de medidas, as opera??es b?sicas etc. Isto acaba se tornando um dos maiores desafios enfrentados por n?s, professores, nas salas de aula, que buscamos tornar as aulas atrativas e significativas para a aprendizagem dos alunos. Na busca por tornar o processo mais colaborativo, isto ?, fazendo com que os alunos participem da discuss?o dos temas, muitas t?cnicas t?m sido desenvolvidas. Neste trabalho ser?o discutidos alguns conceitos basilares em F?sica? grandezas e suas unidades de medidas, comprimento, raz?o e propor??o, ?rea e volume - na tentativa de investigar como os alunos compreendem esses conceitos e como algumas atividades concretas realizadas em sala de aula, com alunos de qualquer ano escolar, ajudam a formar conceitos mais avan?ados e abstratos da F?sica. Elaborar materiais concretos simples traz muitas possibilidades, tanto para alunos quanto para os professores. Com a manipula??o e experimenta??o desses, os alunos compreender?o os fen?menos b?sicos envolvidos, j? os professores poder?o repensar suas aulas, al?m de discutir como os alunos necessitam passar pelo ?pensamento? concreto para ent?o conseguir pensar nas grandezas de forma mais abstrata, o que fazemos, na maior parte das vezes, no Ensino de F?sica. Deste modo, pretende-se expor uma ampla discuss?o sobre a necessidade e import?ncia do concreto para melhorar a compreens?o dos alunos, com o intuito de melhorar as aulas, estimular os alunos e fazer com que esses sejam capazes de se apropriar dos temas que s?o apresentados a eles na F?sica.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T18:59:25Z No. of bitstreams: 1 2017 - Luciana Lima de Albuquerque da Veiga.pdf: 3738331 bytes, checksum: 6b4d0b160eeb9ebe6f60d0708b72064b (MD5) / Made available in DSpace on 2018-06-13T18:59:25Z (GMT). No. of bitstreams: 1 2017 - Luciana Lima de Albuquerque da Veiga.pdf: 3738331 bytes, checksum: 6b4d0b160eeb9ebe6f60d0708b72064b (MD5) Previous issue date: 2017-02-10 / Although we live in a world surrounded by technologies and innovations, the context of public policies for Youth and Adult Education still presents with little force in Brazil and in various parts of the world. This public is historically marked by inherent prejudices of roots that have arisen since the colonization of our country, and today we still show discourses and practices that are not in keeping with the real needs of these students. In this sense, education aimed at serving this public should privilege and value the students' prior knowledge, of training to ensure meaningful learning. One of the issues that catches our attention is the disciplines of the natural sciences, which are rich in content to be explored, but still present in our schools with only theoretical lessons, full of concepts and detached from reality. Using resources and didactic strategies for science teaching has been a recurring discourse and consensus among researchers in the area of teaching, but having these strategies clearly and organized is not a simple task and is not always available to the Teacher in the classroom. To insert games, games, videos, cinema, and finally some pedagogical tool to help the development of the teaching process, especially the teaching of science, is a very plausible proposal that can generate good results with respect to student learning efficiency . A good planning in search of the creation of a playful environment, freed of obligations and oriented to the joke, can stimulate the student in the search of the understanding of the proposed contents, through a language of easy access and understanding. This is a view that has been widely researched by different authors, and supports this work, which is based on the making and execution of a didactic game for science teaching. Flemming & Mello (2003) reports that the use of classroom games (JD) always has two premises: The need to innovate and the facility to promote the creative process. Therefore, in this work we do not intend to propose a better method of teaching, but to contribute in a positive way to the experience report of the use of playfulness as a way of insertion and motivation of young and adult students in the disciplines of Teaching Nature Sciences Middle School of a State School in the Municipality of Serop?dica, RJ, in order to promote a more meaningful learning. / Apesar de vivermos num mundo cercado de tecnologias e inova??es, o contexto das pol?ticas p?blicas para a Educa??o de Jovens e Adultos ainda se apresenta com pouca for?a no Brasil e em v?rias partes do mundo. Este p?blico ? historicamente marcado por preconceitos inerentes de ra?zes surgidas desde a coloniza??o do nosso pa?s, e nos dias de hoje, ainda evidenciamos discursos e pr?ticas n?o condizentes com as reais necessidades destes estudantes. Neste sentido, a educa??o voltada para atender este p?blico deve privilegiar e valorizar os conhecimentos pr?vios dos estudantes, de formar a garantir uma aprendizagem significativa. Uma das quest?es que nos chama a aten??o s?o as disciplinas de ci?ncias da natureza, as quais s?o ricas em conte?dos a serem explorados, mas ainda se apresentam em nossas escolas com aulas apenas te?ricas, repletas de conceitos e descoladas da realidade. Utilizar recursos e estrat?gias did?ticas para o ensino de ci?ncias tem sido um discurso recorrente e um consenso entre os pesquisadores na ?rea de ensino, mas ter a disposi??o estas estrat?gias de forma clara e organizada n?o ? uma tarefa t?o simples e nem sempre est? ? disposi??o do professor em sala de aula. Inserir jogos, brincadeiras, v?deos, cinema, enfim alguma ferramenta pedag?gica para auxiliar o desenvolvimento do processo de ensino, em especial do ensino de ci?ncias, ? uma proposta bastante plaus?vel e que pode gerar bons frutos no que diz respeito ? efici?ncia da aprendizagem do estudante. Um bom planejamento em busca da cria??o de um ambiente l?dico, liberto de obriga??es e voltados para a brincadeira, pode estimular o estudante na busca da compreens?o dos conte?dos propostos, atrav?s de uma linguagem de f?cil acesso e entendimento. Essa ? uma vis?o que tem sido bastante pesquisada por diferentes autores, e que suporta este trabalho, que tem como base a confec??o e execu??o de um jogo did?tico para o ensino de ci?ncias. Flemming & Mello (2003) relata que a utiliza??o de Jogos did?ticos (JD) em sala de aula tem sempre duas premissas: A necessidade de inovar e a facilidade para promover o processo criativo. Portanto, neste trabalho n?o temos a pretens?o de propor um melhor m?todo de ensino, mas contribuir de forma positiva com o relato de experi?ncia do uso da ludicidade como forma de inser??o e motiva??o de estudantes jovens e adultos nas das disciplinas de Ci?ncias da Natureza do Ensino M?dio de uma Escola Estadual no Munic?pio de Serop?dica, RJ, a fim de promover uma aprendizagem mais significativa.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:03Z No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-18T17:13:12Z (GMT) No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Made available in DSpace on 2015-12-18T17:13:12Z (GMT). No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) Previous issue date: 2014-07-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Durante as ?ltimas d?cadas a ?rea de ensino de ci?ncias tem discutido quest?es relativas ? inser??o da hist?ria e da filosofia da ci?ncia (HFC) no ensino. Dentre os argumentos apresentados em defesa dessa abordagem aponta-se a poss?vel contribui??o ? aprendizagem de conte?dos cient?ficos e ? compreens?o de aspectos relativos ? natureza da ci?ncia (NdC). Apesar de tais considera??es, ainda temos um n?mero muito reduzido de trabalhos de pesquisa relatando resultados de interven??es pr?ticas que se utilizam da abordagem hist?rica, al?m disso, h? car?ncia de materiais did?ticos nessa perspectiva. Nosso trabalho procurou contribuir com a ?rea no que se refere a esses dois aspectos: de um lado, com a produ??o de material did?tico, ao elaborarmos textos sobre a hist?ria da in?rcia para alunos da gradua??o. De outro lado, procuramos investigar se os argumentos mencionados acima em rela??o ao uso did?tico da HFC se sustentam, em um contexto particular. Elaboramos e aplicamos uma sequ?ncia did?tica, utilizando os textos que constru?mos, para ensinar o conceito de in?rcia e discutir conte?dos selecionados de NdC. A sequ?ncia did?tica foi aplicada em duas turmas da gradua??o, uma do curso de geof?sica bacharelado e outra do curso de f?sica licenciatura, ambas da Universidade Federal do Rio Grande do Norte (UFRN). Um question?rio inicial mostrou que os estudantes, mesmo havendo abordado o conceito de in?rcia na educa??o b?sica, apresentavam concep??es de senso comum no tocante ? rela??o entre for?a e movimento. O question?rio tamb?m nos permitiu identificar a exist?ncia de elementos de concep??es consideradas inadequadas quanto ? NdC. Ao final, nossos dados evidenciaram um n?mero maior de acertos nas quest?es relativas ao conceito de in?rcia. No que se refere aos aspectos de NdC, pudemos identificar, em alguns poucos casos, um movimento no sentido de aproxima??o a uma vis?o mais adequada, no entanto, determinadas distor??es persistiram, evidenciando limita??es da abordagem utilizada. / During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T19:12:48Z No. of bitstreams: 1 2017 - Lidiane Benites de Campos.pdf: 4991873 bytes, checksum: b8396eff5b6aec80b0657e9e4c07eb15 (MD5) / Made available in DSpace on 2018-06-13T19:12:48Z (GMT). No. of bitstreams: 1 2017 - Lidiane Benites de Campos.pdf: 4991873 bytes, checksum: b8396eff5b6aec80b0657e9e4c07eb15 (MD5) Previous issue date: 2017-04-03 / This work aimed to develop a thematic approach within a CTS (Science-Technology-Society) focus to physics teaching, dealing with the issue of "Electric Energy Production". The CTS focused teaching approaches scientific knowledge in the technological and social context of the learner and relates it to their everyday experiences, leading them to reflect on historical, ethical, political and socioeconomic aspects, and thus providing skills and values that help them to take responsible decisions and attitudes. In our case, the proposal was applied in a public school in the city of Angra dos Reis, in the State of Rio de Janeiro, to be evaluated and reworked according to the needs verified. The theme was chosen to be worked in this place, because the city houses the only nuclear power plant in Brazil, being a subject of extreme importance for the population and that allows the CTS approach with emphasis on the reality of the students. However, the approach was not restricted to the nuclear power plant, but involved all means of producing electric energy, such as hydroelectric, thermoelectric, with its variations of fuels, wave power plant, solar power plants and wind power plants, so that the general theme Production Of Electric Energy was divided into three sub-themes: Hydroelectric Plants, Other Modes of Energy Production and Nuclear Plants. The objective of this approach, besides teaching physical concepts involved in the processes of electric energy production, is also to make students aware of the risks, consequences and benefits of each mode of production, to have them reflect and evaluate the most to be able to actively participate in decision-making processes involving such issues. The final product of this work is a didactic sequence with varied didactic methods and resources, to serve as a guide for other teachers who wish to adopt the proposal. The text presents a brief history of science education in Brazil, its peculiarities and needs that justify the proposal and also presents the CTS movement and its main characteristics, that guide this work. The methodology adopted was the Action-research, which allowed the readjustment of the proposal throughout its application. The results were very promising and showed that the teaching of physics with a CTS approach, practiced through a thematic approach focused on students' reality, can be a means to promote a quality scientific education and to train citizens able to understand the world and the Society in which they live. / Este trabalho teve como objetivo desenvolver uma proposta de abordagem tem?tica com enfoque CTS (Ci?ncia-Tecnologia-Sociedade) para o ensino de f?sica, abordando o tema ?Produ??o de Energia El?trica?. O ensino com enfoque CTS aborda os conhecimentos cient?ficos no contexto tecnol?gico e social do educando e o relaciona com suas experi?ncias cotidianas, levando-o a refletir sobre aspectos hist?ricos, ?ticos, pol?ticos e socioecon?micos, fornecendo assim habilidades e valores que o auxiliem na tomada de decis?es respons?veis e atitudes. No nosso caso, a proposta foi aplicada em uma escola p?blica da cidade de Angra dos Reis, no Rio de Janeiro, para que fosse avaliada e reelaborada de acordo com as necessidades verificadas. O tema foi escolhido para ser trabalhado neste local, pois a cidade abriga a ?nica usina nuclear do Brasil, sendo um assunto de extrema import?ncia para a popula??o e que possibilita o enfoque CTS com ?nfase na realidade dos alunos. Por?m, a abordagem n?o ficou restrita ? usina nuclear, mas envolveu todos os meios de produ??o de energia el?trica, tais como hidrel?tricas, termoel?tricas e suas varia??es de combust?veis, usina de ondas, usinas solares e usinas e?licas, de modo que o tema geral Produ??o de Energia El?trica foi dividido em tr?s subtemas: Usinas Hidrel?tricas, Outros Modos de Produ??o de Energia e Usinas Nucleares. O objetivo desta abordagem, al?m de ensinar conceitos f?sicos que envolvem os processos de produ??o de energia el?trica, ?, tamb?m, conscientizar os alunos dos riscos, consequ?ncias e benef?cios de cada modo de produ??o, lev?-los a refletir e avaliar quais os modos mais vantajosos, para que estejam aptos a opinar e participar ativamente de processos decis?rios envolvendo tais quest?es. O produto final deste trabalho ? uma sequ?ncia did?tica com m?todos e recursos did?ticos variados, para servir como guia para outros professores que desejem adotar a proposta. O texto apresenta um breve hist?rico do ensino de ci?ncias no Brasil, suas peculiaridades e necessidades que justificam a proposta e apresenta tamb?m o movimento CTS e suas principais caracter?sticas, que norteiam este trabalho. A metodologia adotada foi a pesquisa-a??o, o que permitiu a readequa??o da proposta ao longo de sua aplica??o. Os resultados foram muito promissores e mostraram que o ensino de f?sica com enfoque CTS, praticado atrav?s de uma abordagem tem?tica voltada para a realidade dos alunos, pode ser um meio de promover uma educa??o cient?fica de qualidade e formar cidad?os aptos a compreender o mundo e a sociedade em que vivem.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-25T20:29:00Z No. of bitstreams: 1 LeticiaDosSantosCarvalho_TESE.pdf: 6367807 bytes, checksum: b47392d70b771bce7b66b267bd4f446e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-25T23:14:29Z (GMT) No. of bitstreams: 1 LeticiaDosSantosCarvalho_TESE.pdf: 6367807 bytes, checksum: b47392d70b771bce7b66b267bd4f446e (MD5) / Made available in DSpace on 2016-08-25T23:14:29Z (GMT). No. of bitstreams: 1 LeticiaDosSantosCarvalho_TESE.pdf: 6367807 bytes, checksum: b47392d70b771bce7b66b267bd4f446e (MD5) Previous issue date: 2016-02-24 / O presente estudo teve como objetivo compreender como o contexto formativo contribui para o desenvolvimento profissional de futuros professores em inicia??o ? pr?tica docente. Para tanto, buscamos caracterizar quais as aprendizagens e as dificuldades vivenciadas nos contextos formativos pelos futuros professores, bem como os elementos intr?nsecos a tais contextos e que viabilizam o desenvolvimento profissional. Os contextos investigados foram o Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID), especificamente os subprojetos de Qu?mica e F?sica da Universidade Federal do Rio Grande do Norte (UFRN) e o Mestrado em Ensino de F?sica e Qu?mica da Universidade de Lisboa (MEFQ). Em ambos os contextos, os futuros professores est?o em contato com a escola de forma sistem?tica. A metodologia empregada em nosso estudo tem ra?zes na investiga??o qualitativa com orienta??o interpretativa e com o design do estudo de casos m?ltiplos com finalidade instrumental. Participaram desse estudo como sujeitos principais 40 futuros professores do PIBID de F?sica, 24 futuros professores do PIBID de Qu?mica e 5 futuros professores do Mestrado em Ensino de Qu?mica e F?sica. Como sujeitos coadjuvantes participaram 3 Coordenadores de ?rea do PIBID, a professora de Inicia??o ? Pr?tica Profissional do MEQF, e 8 professores que lecionam Qu?mica e/ou F?sica em escolas p?blicas. Foram utilizados v?rios instrumentos de recolha de dados: observa??o naturalista, question?rio descritivo, entrevista individual, grupo focal, leitura de registros escritos e documentos oficiais. Na an?lise dos dados foi utilizado o m?todo do questionamento e da compara??o constante. Os resultados evidenciam que as principais aprendizagens dos futuros professores est?o relacionadas ? estrat?gia empregada, ? mudan?a na compreens?o do papel do professor e do aluno em sala de aula, ? constru??o do perfil profissional e ao desenvolvimento de pr?ticas colaborativas. As principais dificuldades evidenciadas referem-se ? elabora??o de atividades, ? gest?o de tempo e de grupo, ? din?mica da sala de aula e ?s condi??es materiais de trabalho. As caracter?sticas inerentes aos contextos formativos investigados contributivas para o desenvolvimento profissional s?o: a investiga??o da pr?pria pr?tica, a colabora??o, a reflex?o centrada na pr?tica e o foco na aprendizagem dos alunos e na melhoria das escolas p?blicas. A partir dos resultados obtidos, evidencia-se que os contextos formativos centrados na escola t?m a potencialidade de redimensionar a pr?tica a partir da an?lise das a??es, em um trabalho colaborativo, bem como oportunizar a tomada de consci?ncia das concep??es, da atua??o e da maneira de entender a profiss?o. Destaca-se a necessidade de uma media??o efetiva dos formadores para que os futuros professores possam empreender a investiga??o da pr?pria pr?tica e, por conseguinte, construir estrat?gias de ensino que promovam a aprendizagem, o que, al?m de elevar a qualidade da educa??o, oportuniza o desenvolvimento profissional ao longo da vida. / This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Inicia??o ? Doc?ncia ? PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte ? UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-26T23:52:04Z No. of bitstreams: 1 FrancarlosMartinsDeCarvalho_DISSERT.pdf: 5969691 bytes, checksum: 07caf6ed45dd697df62a3a235d74f39a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-31T20:32:46Z (GMT) No. of bitstreams: 1 FrancarlosMartinsDeCarvalho_DISSERT.pdf: 5969691 bytes, checksum: 07caf6ed45dd697df62a3a235d74f39a (MD5) / Made available in DSpace on 2016-08-31T20:32:46Z (GMT). No. of bitstreams: 1 FrancarlosMartinsDeCarvalho_DISSERT.pdf: 5969691 bytes, checksum: 07caf6ed45dd697df62a3a235d74f39a (MD5) Previous issue date: 2016-04-28 / O presente trabalho busca refletir sobre o papel do erro no processo de ensino-aprendizagem a partir da utiliza??o de uma sequ?ncia de atividades sobre a flutua??o dos corpos na perspectiva investigativa. Tal perspectiva de ensino foi utilizada por se considerar que ela envolve diversos aspectos importantes do processo de ensino-aprendizagem que n?o costumam ser contemplados em uma aula na perspectiva convencional. Tais aspectos est?o relacionados principalmente ao desenvolvimento dos diferentes tipos de conte?do did?ticos que s?o essenciais na forma??o global do aluno e o erro surge como um elemento fundamental na consecu??o desses objetivos. ? por meio dele que o aluno ser? capaz de identificar as limita??es de suas estruturas cognitivas, permitindo a ele reestruturar suas ideias num constante exerc?cio de reflex?o cr?tica. / The error manifested by students throughout the teaching-learning process is sometimes considered to be a negative thing and, as a result, something that should be avoided. This study aims to reflect on the beneficial dimension of error throughout this process, trying to analyze the contributions that a different look at it can bring to both the student and the teacher. In order to achieve that, the present work used the Inquiry-Based Science Education (IBSE) to provide some moments in which the identification and analysis of the error could be possible. The reason for using this teaching approach was the fact it involves several important aspects of the teaching-learning process, which are not usually included in a class in the conventional perspective. These aspects relate mainly to the different types of content and different abilities and skills that the student can develop throughout their school career. Through the construction of a sequence of activities in the inquiry approach, that composed the didactic unit about floating bodies, we were able to identify and analyze the errors the students manifested, promoting moments of reflection and debate that allowed the restructuring of previous ideas.