Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-05-04T14:24:22Z No. of bitstreams: 1 TESE AP?S DEFESA VERSAO FINAL FABIANA PAULETTI-homologada.pdf: 1732873 bytes, checksum: 5545b843d499645b85675ee6fd60fc1d (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-16T13:23:50Z (GMT) No. of bitstreams: 1 TESE AP?S DEFESA VERSAO FINAL FABIANA PAULETTI-homologada.pdf: 1732873 bytes, checksum: 5545b843d499645b85675ee6fd60fc1d (MD5) / Made available in DSpace on 2018-05-16T13:36:30Z (GMT). No. of bitstreams: 1 TESE AP?S DEFESA VERSAO FINAL FABIANA PAULETTI-homologada.pdf: 1732873 bytes, checksum: 5545b843d499645b85675ee6fd60fc1d (MD5) Previous issue date: 2018-03-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research presents the main concepts and survey practices as an educational principle in Science Teaching in Basic Education in Brazilian contexts. The question that guided this study was: What are the conceptions and survey practices as an educational principle in Science Teaching, in Basic Education in Brazil? Therefore, the general purpose it is to understand the research as an educational principle in the Science Teaching in Basic Education in Brazilian contexts. This is a theoretical study with a qualitative approach, whose survey?s method consists in a Literature Systematic Review (LSR). The work consisted in the identification of Brazilian PhDs researchers, with at least two productions, in the period from 2000 to 2015. The key-words, in addition, should mention the expression " Sciences teaching ", referring also expressions such as: "educating by the research", "survey in the classroom", "investigation in the classroom", "teaching by survey", "research in school", "education through research," "classroom with research," "investigative classes", " investigative class ", "teaching by investigation" and "learning by survey". Therefore, it was found 88 researchers from several regions of the country, with the exception of the North Region. The production of these researchers related to the theme, in this period, formed the analysis? corpus, consisting qualified articles (Qualis/CAPES), books and book chapters and complete works in relevant events. The LSR of this corpus, plentifully detailed in the work, conducted, mainly, the two main conceptions of research as an educational principle in the context of the teaching of the Sciences, focused on the Basic Education, but may also extend to the Higher Education and in other areas: educating for research/survey in the classroom and teaching by investigation. These conceptions were characterized in order to clarify its vicinity and estrangements. / Esta investiga??o apresenta as principais concep??es e pr?ticas de pesquisa como princ?pio educativo no ensino de Ci?ncias na Educa??o B?sica em contextos brasileiros. A quest?o que guiou esta investiga??o foi: Quais as concep??es e pr?ticas de pesquisa como princ?pio educativo no ensino de Ci?ncias na Educa??o B?sica no Brasil? Desse modo, o objetivo geral ? compreender a pesquisa como princ?pio educativo no ensino de Ci?ncias na Educa??o B?sica em contextos brasileiros. Trata-se de um estudo te?rico, com abordagem qualitativa, cujo m?todo de pesquisa consiste na Revis?o Sistem?tica de Literatura (RSL). O trabalho consistiu na identifica??o de pesquisadores doutores brasileiros, com pelo menos duas produ??es, no per?odo de 2000 a 2015, cujas palavras-chave, al?m de referir a express?o ?ensino de Ci?ncias?, referissem tamb?m express?es como: ?educar pela pesquisa?, ?pesquisa em sala de aula?, ?investiga??o na sala de aula?, ?ensino pela pesquisa?, ?investiga??o na escola?, ?educa??o pela pesquisa?, ?sala de aula com pesquisa?, ?aulas investigativas?, ?aula investigativa?, ?ensino por investiga??o? e ?aprendizagem por investiga??o?. Desse modo, chegou-se a 88 pesquisadores das v?rias regi?es do pa?s, com exce??o da Regi?o Norte. A produ??o desses pesquisadores relativas ao tema, nesse per?odo, formou o corpus de an?lise, constitu?do de artigos qualificados (Qualis/Capes), livros e cap?tulos de livros e trabalhos completos em eventos relevantes. A RSL desse corpus, fartamente detalhada no trabalho, conduziu, principalmente, a duas concep??es principais de pesquisa como princ?pio educativo no ?mbito do ensino de Ci?ncias, voltada ? Educa??o B?sica, mas podendo tamb?m se estender ao Ensino Superior e em outras ?reas: o educar pela pesquisa/pesquisa em sala de aula e o ensino por investiga??o. Essas concep??es foram caracterizadas de modo a explicitar suas proximidades e distanciamentos.

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.

Made available in DSpace on 2014-12-17T15:05:02Z (GMT). No. of bitstreams: 1 PaulaBO_DISSERT.pdf: 2811881 bytes, checksum: 6bed5e9f4e661648ada9bf97521c6b56 (MD5) Previous issue date: 2013-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time / Normalmente a forma??o inicial n?o tem sido suficiente para proporcionar todas as ferramentas para uma pr?tica docente atualizada e eficaz. Aqui se apresenta uma das maneiras de se trabalhar a complementa??o da forma??o inicial: um curso de forma??o continuada. Neste curso trabalha-se o ensino por investiga??o que vem sendo considerado como uma importante estrat?gia did?tica para realizar o ensino de ci?ncias. Essa perspectiva de ensino possibilita: o aprimoramento do racioc?nio e das habilidades cognitivas dos alunos, a coopera??o entre eles, a compreens?o da natureza do trabalho cient?fico e o pensamento nas rela??es ci?ncia, tecnologia, sociedade e ambiente. Para essa disserta??o se busca caracterizar quais contribui??es um curso de forma??o continuada, baseado no ensino por investiga??o, traz para a pr?tica de ensino. Para tal foi acompanhado o desenvolvimento dos professores durante e ap?s o curso. O acompanhamento ocorreu em tr?s etapas: a primeira com a aplica??o de um question?rio e uma entrevista informal; a seguinte por meio da observa??o participativa do curso com aux?lio audiovisual; a terceira com uma entrevista semiestruturada. O material coletado foi analisado com base na An?lise de Conte?do. Para os professores cursistas foi produzido um material did?tico com base na pesquisa bibliogr?fica sobre o ensino por investiga??o. Ele apresenta uma fundamenta??o do ensino por investiga??o incluindo tamb?m alguns exemplos e aplica??es dessa abordagem, para que possa servir de ponto de apoio para os professores ap?s o curso. Com a an?lise dos resultados, percebeu-se que o curso foi tido como muito proveitoso, diferente do tradicional e os que aplicaram obtiveram resultados muito positivos com seus alunos. Assim acredita-se que alguns docentes que participaram da forma??o tentar?o aplicar novamente uma atividade investigativa, procurar?o contextualizar mais as situa??es de ensino com o cotidiano do aluno, bem como torn?-lo mais ativo e cr?tico. Al?m disso, conclui-se que o ensino por investiga??o ? uma ferramenta did?tica bastante diferente do que o docente foi apresentado na sua forma??o e utiliza no dia a dia, assim a compreens?o do embasamento te?rico, a aceita??o e mudan?a da pr?tica docente para aplica??o de uma aula investigativa ? um processo que demanda um esfor?o adicional por parte do professor

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T12:34:25Z No. of bitstreams: 1 MariaKamyllaESilvaXavierDeAlmeida_DISSERT.pdf: 6614928 bytes, checksum: 90f4381a03e907a132a62b325c485eb0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-07T18:21:57Z (GMT) No. of bitstreams: 1 MariaKamyllaESilvaXavierDeAlmeida_DISSERT.pdf: 6614928 bytes, checksum: 90f4381a03e907a132a62b325c485eb0 (MD5) / Made available in DSpace on 2017-02-07T18:21:57Z (GMT). No. of bitstreams: 1 MariaKamyllaESilvaXavierDeAlmeida_DISSERT.pdf: 6614928 bytes, checksum: 90f4381a03e907a132a62b325c485eb0 (MD5) Previous issue date: 2016-06-21 / Esta proposta pretende contribuir com o ensino e aprendizagem da F?sica em condi??es ordin?rias de trabalho no Ensino M?dio de escolas p?blicas do interior do Nordeste brasileiro. Consiste da elabora??o, implementa??o e avalia??o de um conjunto de Sequ?ncias de Ensino cobrindo conte?dos iniciais de F?sica T?rmica previstos para o ensino m?dio; ou seja, abrangendo os temas: Temperatura, Term?metros e Escalas Termom?tricas; Natureza e Propaga??o do Calor; Dilata??o t?rmica; Calorimetria; e Descri??o Macrosc?pica de Um G?s Ideal. Esse conjunto de sequ?ncias de ensino, considerado ? parte da disserta??o, constitui o que ? exigido pelo Programa de P?s-gradua??o com o nome Produto Educacional. A pesquisa, de cunho predominantemente qualitativo, reflete acerca de aspectos hist?ricos do ensino de F?sica no Brasil como pontos de partida para entender a realidade atual da disciplina de F?sica no Ensino M?dio das escolas p?blicas brasileiras. Discute, com base na literatura da ?rea, as dificuldades de professores e alunos no ensino e aprendizagem da disciplina de F?sica, algumas relacionadas ?s caracter?sticas pr?prias da disciplina e outras com o modo pelo qual se d? o processo de ensino-aprendizagem. Como abordagens facilitadoras neste processo s?o adotadas as ?nfases curriculares em Ci?ncia-Tecnologia-Sociedade-Ambiente (CTSA) e de Ensino por Investiga??o (E/I), ambas fundamentadas de acordo com a literatura especializada. Em seguida, s?o descritas a elabora??o, implementa??o e avalia??o de Sequ?ncias de Ensino Investigativas (SEIs) para os conte?dos de F?sica T?rmica, de acordo com o referencial te?rico utilizado. A interven??o feita em sala de aula ancora-se na metodologia cooperativa e participante da pesquisa-a??o em duas turmas reunidas de 2? Ano de Ensino M?dio da Escola Estadual Nelson Batista Alves, situada no munic?pio de Bernardino Batista, na microrregi?o de Cajazeiras, extremo Oeste da Para?ba. As an?lises dos resultados das interven??es s?o feitas com base no m?todo de An?lise de Conte?do, tamb?m previamente discutido. Dentre os resultados mais representativos obtidos, temos: (i) as respostas aos testes de sondagem utilizados no in?cio de cada interven??o escolar com o intuito de obter as concep??es pr?vias dos estudantes sobre conceitos e fen?menos envolvidos, que propiciaram intensivas discuss?es esclarecedoras de aspectos diversos do conhecimento formal; (ii) as descri??es das observa??es feitas pelos alunos dos experimentos demonstrativos utilizados para apresenta??o do ?modus operandi? de leis e princ?pios f?sicos; (iii) a descri??o de respostas e discuss?es estabelecidas na turma sobre o conte?do de textos de apoio utilizados como instrumentos para enfatizar uma abordagem CTSA; e, finalmente, (iv) as respostas e discuss?es propiciadas por outros textos de apoio cuidadosamente selecionados para uso como contexto de um ensino respaldado na investiga??o. Em geral, pudemos concluir que h? viabilidade para implementar um ensino com estas caracter?sticas para o tipo de p?blico-alvo deste trabalho, embora tenhamos que superar uma enorme gama de dificuldades relacionadas ? realidade escolar e ao ambiente cultural. / This proposal aims to contribute to the teaching and learning of physics in ordinary working conditions in public high school institutions in the interior of the Brazilian Northeast. It consists of the design, implementation and evaluation of a set of Teaching Sequences covering initial contents of Thermal Physics provided for high school; i.e., covering the following topics: Temperature, Thermometers and Thermometric Scales; Heat Nature and Propagation Mechanisms; Thermal expansion; Calorimetry; and Macroscopic Description of an Ideal Gas. This set of teaching sequences, considered apart from the dissertation, is what is required by the Graduate Program with the name Educational Product. The research, of predominantly qualitative nature, reflects about historical aspects of teaching physics in Brazil as a starting point to understand the current reality of the discipline of physics in high school of Brazilian public educational institutions. It discusses, based in the literature, the difficulties of teachers and students in teaching and learning the discipline of physics, some related to the characteristics of the discipline and others with the way in which it gives the teaching-learning process. As facilitator approaches in this process are adopted curricular emphases in Science-Technology-Society-Environment (STSE) and Education by Research (EbyR), both founded according to the literature. Then are described the design, implementation and evaluation of Sequences of Investigative Education (SIEs) for Thermal Physics contents, according to the theoretical framework. Intervention made in the classroom is anchored in the cooperative methodology and participatory action-research in two gathered groups from 2nd high school year in the State School Nelson Batista Alves, in the municipality of Bernardino Batista, the micro region of Cajazeiras, far west Paraiba. Analysis of the results of interventions are made based on the content analysis method, also previously discussed. Among the most representative results we have: (i) responses to probing tests used at the beginning of each school intervention in order to get the preconceptions of students on concepts and phenomena involved, which provided intensive enlightening discussions of various aspects of formal knowledge; (ii) descriptions of the observations made by the students' demonstration experiments used to present the 'modus operandi' of laws and physical principles; (iii) a description of responses and discussions established in class about the contents of supporting texts used as instruments to emphasize a STSE approach; and finally (iv) the responses and aditional discussions enabled by other discussions handouts carefully selected for use as the context of a teaching supported by investigation. Overall, we concluded that there is possibility to implement an education with these characteristics for the type of audience for this work, although we have to overcome a huge range of difficulties related to the school reality and the cultural environment.