Orientador: Washington Luiz Pacheco de Carvalho / Banca: Renato Eugênio da Silva Diniz / Banca: Márcio Andrei Guimarães / Resumo: A perspectiva CTSA (Ciência-Tecnologia-Sociedade-Ambiente) é recente as grades horárias de cursos de formação de professores de ciências no Brasil e propõe maior articulação do conhecimento científico com questões subjetivas que constituem a ciência, e, a partir deste raciocínio informal, possibilita o desenvolvimento de situações ensino que priorizam a discussão da natureza da ciência e suas implicações nas questões sociais e ambientais. Temáticas que possibiltam essas discussões no ensino são denominadas Questões Sociocientíficas (QSC). Neste trabalho, nos fundamentamos em pensdores críticos como Theodor Adorno, Paulo Freire e Henry Giroux na busca por uma melhor compreensão de como licenciandos de Biologia de uma universidade pública do Brasil lidam com a perspectiva CTSA e desenvolvem práticas de estágio segundo as QSC, procurando analisar como atribuem signficados e lidam com os momentos de estágio nos quais devem fazer a ponte entre os (distanciandos) conhecimentos científicos e os pedagógicos. Por meio da análise de conteúdo de Bardin, analisamos relatórios, falas e entrevistas de Gruco Focal de três grupos de licenciandos. Deixamos como apontamentos finais as grandes limitações impostas ao tratamento das QSC na formação de professores, entre elas o tempo escasso, dificuldade de constituir uma QSC e imprevistos no ambiente escolar; ao mesmo tempo, procuramos apontar seu potencial para o desenvolvimento de características de autonomia e emancipação dos futuros professores no que se refere a um posicionamento de transformação social no processo educacional e uma visão mais crítica da ciência e tecnologia. Como críticas ao atual modelo de formação, identificamos que aspectos motivacionais, perspectivas tradicionais de ensino e questões curriculares... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, and from this informal reasoning enables the development of teaching situations that emphasize discussion of the nature of science and its implications for social and environmental issues. Themes taht allow these discussions are referred in teaching socio-scientific issues (SSI). In this work, we have considered in critical thinkers such as Theodor Adorno, Paulo Freire and Henry Giroux in the search for a better understanding of how biology undergraduates at a public university in Brazil dealing with the perspective STSE practices and develop the second stage SSL, analyzing and how they assign meanings deal with the moments of the stage which should bridge the gap between (distant) scientific knowledge and teaching. Through content analysis of Bardin, analyze reports, speeches and focus group interviews of three groups of undergraduates. We left as notes final major limitations to the treatment of SSI in teacher education, including the limited time, be a difficult and unforessen SSI at school and at the same time, we point out its potential for the development of characteristics of autonomy and emancipation of future teachers in relation to a position of social transformation in the educational process and a more critical view of science and technology. As criticism of the current trainning model, which identified the motivational aspects, traditional perspectives of teaching and curriculum issues shown to influence characteristics of semi-erudiction possible in these future teachers, it is necessary to rethink bodies to enable the elucidation of the subject before the bonds... (Complete abstract click electronic access below) / Mestre

A formação contínua de professores de ciências permanece sendo alvo de debates e controvérsias, considerando o papel fundamental do professor em relação à qualidade do ensino e às reformas. A partir de 1996, com a última Lei de Diretrizes e Bases da Educação Nacional, surgiu oficialmente a possibilidade das universidades públicas oferecem formação contínua a distância, ampliando seus papéis em relação à Educação e ao Ensino de Ciências. A presente pesquisa pretende fornecer elementos concretos para que essas instituições possam, por um lado, assumir esta formação a partir de experiências similares, em cursos gratuitos, construídos de forma simples, por outro, compreender sobre o perfil dos professores de ciências atraídos para essa formação; o que os atrai; o que contribui para manter seus interesses ao longo do curso, quais estratégias eles utilizam para lidar com as exigências do curso e quais as dificuldades enfrentadas. Foram coletados dados, utilizando entrevistas e questionários, junto a 75 participantes que realizaram o curso de formação contínua a distância Educação Nutricional: os rótulos dos alimentos nas aulas de Ciências do Ensino Fundamental acontecido em 2007 e 2008. Os resultados analisados, qualitativamente e quantitativamente, mostraram que o curso atraiu professores de ciências de ambos os sexos, diferentes idades, formações, tempos de magistério e experiências em Educação a Distância (EAD). No entanto, ressalta-se a questão do curso ter atraído professores advindos de escolas públicas e, sobretudo, aqueles com sentimentos negativos em relação à docência e à formação a distância. Os dados mostraram também que esses profissionais foram atraídos por motivos pessoais, profissionais e de conveniência. Apesar de certo equilíbrio entre esses motivos, os profissionais apresentaram certo destaque. Dentre esses motivos se destacaram o tema, a relevância dos conteúdos para a vida profissional e pessoal e a flexibilidade de horários. Em relação à manutenção dos interesses dos cursistas ao longo da formação salienta-se o tema, a qualidade das aulas e, principalmente, a criação dos laços afetivos e a sintonia de interesses entre eles e o professor coordenador. Quanto aos problemas enfrentados destaca-se que cursistas mais velhos e com experiência na EAD tiveram menores dificuldades em relação aos conteúdos, na organização do tempo de estudos e na manutenção da autodisciplina. A partir desses dados, as universidades têm elementos concretos para construir novos espaços de formação contínua a distância, contribuindo para a formação dos professores e com a qualidade do Ensino de Ciências. / Science teacher continuing education remains the subject of debate and controversy, considering the teachers pivotal role in the quality of teaching and science curricular reforms. Since 1996 and the latest Law of Guidelines and Basis of Brazilian Education, there officially emerged the possibility of public universities offering distance education (DE), expanding their roles in relation to science teacher education. This research aims: 1) to provide concrete evidence for such institutions to take over the role in offering distance continuing education from past similar initiatives, in courses for free, and in courses built without many resources; 2) to understand the profile of science teachers that are attracted to this type of continuing education, the reasons that attracted them, the factors that contribute to maintain their interest throughout the course, the strategies they use to cope with the demands of the course, and the difficulties they faced. We collected data using interviews and questionnaires from 75 participants who participated in the course (2007 - 2008): \"Nutrition Education: Food labels in science classes in elementary school. Results analyzed quantitatively and qualitatively showed that the course attracted science teachers from both genders, different ages, different pre-service teacher education, and past experiences with DE. However, it was interesting to note the course attracted teachers that worked in public schools and especially those with negative feelings in relation to science teaching and DE. The data also showed that these science teachers were attracted to distance continuing education due to personal, professional, and convenience (suitability) reasons. Despite a certain balance among these set of reasons (personal, professional, and convenience), the science teachers were more influenced by professionals ones. Some of the specific reasons identified by the teachers for undertaking distance continuing education included the topic and content relevancy for professional and personal life, and flexible scheduling of the course. In relation to maintaining teachers interests throughout the course factors such as the classes quality, the creation of emotional bonds and sintony of interests between participants and the teacher coordinator were critical. Regarding the problems faced throughout the course, we draw attention to the fact that the older science teachers with experience in DE ended up having less difficulties in relation to content, time organization, and in maintaining their responsibilities with the course activities. From these data, we believe that the universities can develop and implement successful distance continuing education, which will contribute to professional science teacher education and improve the quality of science teaching in Brazilian public schools.

O objetivo de investigaÃÃo à interpretar as compreensÃes teÃricas e prÃticas de licenciandos de CiÃncias BiolÃgicas e FÃsica, sobre os conhecimentos cientÃficos, pedagÃgicos e tecnolÃgicos digitais, bem como as integraÃÃes que estabelecem entre eles, segundo uma abordagem metodolÃgica transdisciplinar. Para tanto, efetivou-se uma pesquisa de campo, por meio da realizaÃÃo de aulas presenciais e a distÃncia, durante o semestre 2011.2. A pesquisa, de carÃter qualitativo, baseou-se no Estudo de Caso. Possui um pÃblico alvo de sete licenciandos em CiÃncias BiolÃgicas e FÃsica da Universidade Federal do CearÃ, cursando a disciplina InformÃtica Aplicada ao Ensino de CiÃncias, ofertada pelo Departamento de ComputaÃÃo. A pesquisa se subdivide em trÃs fases: planejamento, coleta e anÃlise de dados. Na primeira, adaptou-se a ementa da disciplina para a inserÃÃo de uma proposta metodolÃgica transdisciplinar. Na segunda, investigou-se a compreensÃo dos licenciandos sobre a integraÃÃo dos conhecimentos cientÃficos, pedagÃgicos e tecnolÃgicos digitais. As produÃÃes escritas dos sujeitos foram coletadas em cinco etapas: conhecimentos prÃvios; compreensÃo sobre o uso das TDIC no contexto do ensino e da aprendizagem de CiÃncias; compreensÃo sobre o ensino e a aprendizagem de CiÃncias; relaÃÃes estabelecidas entre os saberes a partir da construÃÃo de mapas conceituais; aplicaÃÃo dos conhecimentos adquiridos em planejamento de aula. Na terceira, os dados foram analisados com o uso das tÃcnicas da AnÃlise Textual Discursiva e da AnÃlise de Dados Multidimensionais utilizando-se o software de mapeamento de dados multidimensionais CHIC. Os instrumentos de coleta pautaram-se no uso de tecnologias digitais: questionÃrios disponibilizados no Google Docs, fÃruns de discussÃo do Ambiente Virtual de Aprendizagem TelEduc, desenvolvimento de mapas conceituais no software CmapTools e planos de aula compartilhados e armazenados em PortfÃlios do TelEduc. Os resultados obtidos revelaram que os licenciandos enfatizam os aspectos vinculados ao ensino mais do que aqueles relacionados à aprendizagem, fazendo ou nÃo uso das TDIC em propostas de prÃticas docentes. Os licenciandos estabeleceram integraÃÃes conceituais entre os conhecimentos cientÃficos, pedagÃgicos e tecnolÃgicos digitais. Mostraram reconhecer dificuldades de formaÃÃo acadÃmica. Manifestaram a necessidade de uma formaÃÃo que contemple as TDIC no contexto do ensino e da aprendizagem de CiÃncias. Como consequÃncia, foram apresentadas recomendaÃÃes de trabalho docente e mudanÃa curricular que possibilitem a integraÃÃo dos diferentes saberes necessÃrios à docÃncia. / The objective of this research is interpret the theoretical understandings and practices of undergraduates in Biological and Physical Sciences, concerning scientific, pedagogical and digital technological knowledge, as well as the integrations established among these, from a transdisciplinary methodological approach. A field research was carried out by conducting face to face and distance learning classes, during the semester 2011.2.The research, which has a qualitative approach, was based on Case Study. The target audience consists of seven pre-service teachers, undergraduates in Biological and Physical Sciences from the Federal University of CearÃ, offered by the Department of Computer Science. The research is divided into three phases: planning, data collection and analysis. In the first phase, we adapted the course syllabus to insert a transdisciplinary methodological approach. In the second one, it was investigated the pre-service teachersâ understanding of integrations among scientific, educational and digital technology knowledge. The written productions of the subjects were collected in five stages: prior knowledge; understanding of the use of TDIC in the context of Science teaching and learning; understanding of Science teaching and learning; relations established among the knowledge areas from the construction of concept maps; application of constructed knowledge in lesson planning. In the third phase, the collected data were analyzed through the techniques of the Textual Discourse Analysis and Multidimensional Data Analysis approach, using the software for multidimensional data mapping CHIC. The data collection tools made use of digital technologies: surveys were available on Google Docs, discussion boards were available on the Virtual Learning Environment TelEduc, concept maps were developed using the CMap Tools software and lesson plans were shared by the pre-service teachers and stored in the Portfolios area in TelEduc. The results revealed that pre-service teachers emphasized aspects related to teaching more than those related to learning, making use of TDIC or not in proposed teaching practices. The pre-service teachers established conceptual integrations among the scientific educational and digital technology knowledge. They revealed that they recognize the difficulties of academic education. They expressed the need for teaching education that incorporates the TDIC in the context of Science teaching and learning. As a consequence, proposals for teaching work and curriculum change that allow the integration of different types of knowledge needed for teaching were presented.

<p> <p>Syftet med den här studien är att undersöka vilka yrkes- och studiebakgrunder yrkesverksamma datalärare har och om olika bakgrund leder till skillnad i uppfattningar om deras yrke och utbildning. Dessutom syftar arbetet till att undersöka hur datalärare håller sina ämneskunskaper ajour och om det finns skillnader i fortbildning beroende på utbildning och yrkesbakgrund. För att besvara arbetets frågeställningar används en kartläggande kvantitativ enkätundersökning som besvaras av yrkesverksamma datalärare från hela landet. För att få fram resultaten görs vissa sambandsanalyser och dessutom presenteras deskriptiv statistik. Undersökningen visar att majoriteten av datalärarna saknar lärarbehörighet samt att ungefär hälften tidigare har arbetat utanför skola och har professionella tillämpningar inom sitt ämne. Det visar sig även att det finns vissa skillnader i datalärarnas uppfattningar i vissa frågor beroende på yrkesbakgrund och utbildning.</p></p> / <p> <p>The main purpose of this rapport is to investigate which different backgrounds concerning working experience and education working computer science teachers have and if different backgrounds lead to a difference in opinion concerning their profession and education. Furthermore the rapport aims to examine how computer science teachers keep their knowledge of the subject up to date and if there are differences depending on education and earlier working experiences. A quantitative survey using a questionnaire answered by working computer science teachers from across Sweden is used to answer the questions which this rapport is based upon. The results are presented as descriptive statistics and some relations analysis has also been made. The research shows that the majority of computer science teachers lack teacher certification and approximately half of them have previously worked outside school with something within the area in which they are teaching. In addition some differences in opinion among computer science teachers depending on working experience and education are found concerning certain issues.</p></p>

Both of the national reform efforts (AAAS, 1993; NRC, 1996) encouraged teachers to engage in professional development that included authentic scientific research experiences. The Department of Energy developed a program to match teachers with mentor scientists at national laboratories for three consecutive summers. Teachers produced and presented a poster summarizing their research at the conclusion of each summer. The purpose of this qualitative multiple case study was to better understand how scientific research experiences impacted teachers. Six dimensions were examined: trajectory of participation, content knowledge development, mentor relationships, beliefs about the nature of science, teacher confidence, and classroom practice. These six dimensions were integrated into three research questions which guided the research: the teachers’ ability to increase their level of participation from the first to the last summer of research, the teachers’ changes in their understanding of the nature of science (NOS), and any changes in the teachers’ classroom teaching because of their involvement in the program. In-depth interviews were triangulated with teachers’ posters to provide insights into teachers’ legitimate peripheral participation in the research laboratory. The VNOS-C (Lederman et al., 2002) was administered pre/post to the teachers. Evidence of more informed, developing, and more naive understandings of each of the tenets of NOS was collected and compared to identify changes in teachers’ beliefs. Interviews and follow-up correspondence informed the study of changes in classroom teaching. The teachers became very familiar with their mentors’ research, increased their subject content knowledge, and contributed to their mentor’s work. Mentors utilized teachers’ expertise as communicators when presenting research and hosting other student groups. The teachers’ understanding of the NOS did not change as a result of their immersion in the culture of the laboratory. The lens through which the teachers viewed science influenced how they perceived and interpreted their research experiences. Teachers who held positivist views reinforced them, while the lone teacher who held post-positivist views reinforced their positions. The teachers developed confidence in their ability to facilitate classroom inquiry, increased the number of inquiry-based in their curriculum, introduced advanced placement and scientific research courses, and rejuvenated their enthusiasm for teaching.

The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo / PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo / PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that participants had two types of PCK, namely, PCK A for teaching electrochemistry and PCK B for teaching radioactivity. PCK A included content-based and teacher-centered instruction, many links to other topics in chemistry and in physics. The assessment was coherent which included different types of assessment strategies used at the beginning, during, and at the end of teaching. In PCK B, it was less teacher-centered. The link to other topics was limited. Additionally, teachers used fragmented assessment and were less knowledgeable about learners&rsquo / difficulties and misconceptions in radioactivity than they were in electrochemistry. Differences between PCK A and B may be related to nature of the topics. Learners need to have much pre-requisite knowledge both from chemistry and physics to learn electrochemistry. Also, there are more concepts in electrochemistry than there are in radioactivity. It seems that when teachers have to focus on more concepts to teach, they may have a tendency to teach more-teacher centered to save time. Teacher education programs should focus on topic-specific nature of PCK and provide topic-specific training to teachers.

Syftet med den här studien är att undersöka vilka yrkes- och studiebakgrunder yrkesverksamma datalärare har och om olika bakgrund leder till skillnad i uppfattningar om deras yrke och utbildning. Dessutom syftar arbetet till att undersöka hur datalärare håller sina ämneskunskaper ajour och om det finns skillnader i fortbildning beroende på utbildning och yrkesbakgrund. För att besvara arbetets frågeställningar används en kartläggande kvantitativ enkätundersökning som besvaras av yrkesverksamma datalärare från hela landet. För att få fram resultaten görs vissa sambandsanalyser och dessutom presenteras deskriptiv statistik. Undersökningen visar att majoriteten av datalärarna saknar lärarbehörighet samt att ungefär hälften tidigare har arbetat utanför skola och har professionella tillämpningar inom sitt ämne. Det visar sig även att det finns vissa skillnader i datalärarnas uppfattningar i vissa frågor beroende på yrkesbakgrund och utbildning. / The main purpose of this rapport is to investigate which different backgrounds concerning working experience and education working computer science teachers have and if different backgrounds lead to a difference in opinion concerning their profession and education. Furthermore the rapport aims to examine how computer science teachers keep their knowledge of the subject up to date and if there are differences depending on education and earlier working experiences. A quantitative survey using a questionnaire answered by working computer science teachers from across Sweden is used to answer the questions which this rapport is based upon. The results are presented as descriptive statistics and some relations analysis has also been made. The research shows that the majority of computer science teachers lack teacher certification and approximately half of them have previously worked outside school with something within the area in which they are teaching. In addition some differences in opinion among computer science teachers depending on working experience and education are found concerning certain issues.

The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo / PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo / PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that participants had two types of PCK, namely, PCK A for teaching electrochemistry and PCK B for teaching radioactivity. PCK A included content-based and teacher-centered instruction, many links to other topics in chemistry and in physics. The assessment was coherent which included different types of assessment strategies used at the beginning, during, and at the end of teaching. In PCK B, it was less teacher-centered. The link to other topics was limited. Additionally, teachers used fragmented assessment and were less knowledgeable about learners&rsquo / difficulties and misconceptions in radioactivity than they were in electrochemistry. Differences between PCK A and B may be related to nature of the topics. Learners need to have much pre-requisite knowledge both from chemistry and physics to learn electrochemistry. Also, there are more concepts in electrochemistry than there are in radioactivity. It seems that when teachers have to focus on more concepts to teach, they may have a tendency to teach more-teacher centered to save time. Teacher education programs should focus on topic-specific nature of PCK and provide topic-specific training to teachers.

This study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas, while learning to teach science in the university science methods course and in the field placement classroom. Prior research on teacher development has shown that the high-leverage practice of eliciting and using student ideas can support preservice teachers in thinking about common problems of practice. I used four core problems of practice to examine the meanings and practices that preservice teachers adopted in eliciting and using student ideas as they planned, enacted and reflected on methods course assignments in the field placement classroom. Using sociocultural and situative perspectives on learning, I identified two factors that influenced the sense that preservice teachers constructed and the practices that they adopted about eliciting and using student ideas. These factors were mentor teacher's perspectives on learning and goals for student learning. I also examined three mechanisms by which mentor teacher's perspectives and goals influenced preservice teacher meanings and practices about eliciting and using student ideas in instruction, including mentor teacher's classroom practice, the nature and foci of mentor teacher and preservice teacher conversations and mentor teacher's use of preservice teachers' ideas in their conversations about instruction. The results suggest that preservice teachers come to make sense of and use student ideas in their instruction in ways that closely align with those of their mentors. They also indicate that preservice teachers' integration of experiences from different learning-to-teach contexts in making sense of student ideas may be related to the degree of alignment between mentor teachers' perspectives and goals and the perspectives and goals of the science methods course.

Orientador: Washington Luiz Pacheco de Carvalho / Banca: Denice Barbara Catani / Banca: Ana Maria de Andrade Caldeira / Banca: Eduardo Adolfo Terrazzan / Banca: Alberto Villani / Resumo: Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o "capital docente" nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências. / Abstract: By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu's works, it was possible to identify the "teacher's capital" in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the "heretical strategies" such those presented by the teacher M. / Doutor