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.

The main purpose of this meta-analysis was to investigate the effectiveness of PBL not only on student achievement and motivation in science, but also on attitudes towards science and skills in primary, secondary and higher educational levels. In addition, the effects of some moderator variables including publication type, research design, teacher effect, researcher effect, country, subject matter, school level, PBL mode, length of treatment, group size, type of questions and assessment instrument on the effectiveness of PBL were also examined in the scope of this meta-analysis. 147 effect sizes were revealed from 88 primary studies selected to be included in the meta-analysis based on the inclusion criteria. Random-effects model rather than fixed-effect model was chosen to be conducted to compute effect sizes indicating the effect of PBL on different outcomes while mixed-effect and fully random-effects model were used while performing analog ANOVA for moderator analysis. The results clearly show that PBL is more effective on different outcomes when compared to traditional teaching methods. The results indicate an overall medium mean effect size of 0.633 for PBL effectiveness. More specifically, PBL has a large impact with a large effect size of 0.820 on students&rsquo / achievement in science subjects in different levels and reveals medium effect sizes of 0.566, 0.616, and 0.565 for students&rsquo / attitude towards science, motivation in science and different kinds of skills, respectively. Moderator analyses indicate that publication type, country, subject area, school level and length of treatment have a noteworthy impact on the effectiveness of PBL.

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.

Orientador: Henrique César da Silva / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-16T14:05:40Z (GMT). No. of bitstreams: 1 Ramos_MarianaBrasil_D.pdf: 3461761 bytes, checksum: ee9c280b68936341b8ff2e3a12a733b7 (MD5) Previous issue date: 2010 / Resumo: Dada a presença constante de discursos científicos na televisão, e desta, nas casas dos nossos estudantes, como um discurso marginal à escola (porém não aos estudantes), no sentido de pensar a formação de um leitor de ciências em nossa sociedade e não apenas nas escolas, se torna relevante incluir nos processos pedagógicos uma compreensão de como outros espaços de construção de sentidos funcionam, constituindo sujeitos leitores de ciências e sentidos sobre ciências, ao mesmo tempo em que constituem o leitor em relação a suas linguagens. Desta forma, a grande repercussão do tema Mudanças Climáticas (uma situação de controvérsia científica) na mídia, em especial na TV, torna este referente foco de estudos, para construir estratégias de ensino que possibilitem ampliação/deslocamentos de sentidos por parte dos estudantes. Investigamos, portanto, que efeitos de leitura uma abordagem em sala de aula, que trabalhe aspectos das condições de produção e que confronte diferentes textualizações, com ênfase no audiovisual, dos discursos sobre/das Mudanças Climáticas provoca na construção de sentidos dos estudantes sobre TV e Ciência. Como resultados de nossas análises, temos algumas evidências de que este "ensino da leitura" funciona no sentido de deslocar sentidos sobre as ciências e sobre a televisão, como: deslocamentos na leitura dos estudantes do texto televisivo, num movimento que passa do que o texto diz para como ele diz e deslocamentos dos sentidos predominantes na mídia brasileira sobre as mudanças climáticas, ambos, porém, para parte dos estudantes. Apontamos, portanto, a importância de se considerar no ensino de ciências o caráter controverso e histórico dos discursos científicos, sua pluralidade de leituras e as diferentes linguagens que as constituem / Abstract: Given the constant presence of scientific discourses on television, and the presence of television in our students homes, yet as a marginal discourse to school (but not to students), when considering the formation of a science reader within our society, not just within the school, it's relevant to include in the pedagogical processes an understanding of how other spaces of meaning construction work, forming science readers and science meanings, while forming the reader about/in their languages. Thus, the major impact of Climate Change (a situation of scientific controversy) in the media, especially on TV, makes this the focus of this studies, in order to build teaching strategies that allow a possibility of meanings extension/displacement by students. Therefore, we investigate, what reading effects a classroom approach which works aspects of production conditions and confronts different textualizations of Climate Change discourses, with emphasis on audiovisuals, would result in students meaning construction about TV and Science. As our analysis results, we point out some evidence that this "reading teaching" works in the sense of shifting meanings of science and television, such as: shifts in student reading the television texts, in a movement that passes from what the text says to how the texts says; and shifting of predominant senses in the Brazilian media about climate change, both, however, for most students. We suggest, therefore, the importance of considering in science teaching the controversial and historical aspects of scientific discourses, its plurality of readings and the different languages that constitute them / Doutorado / Doutor em Ciências

The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.

O presente trabalho tem o objetivo de investigar o processo de construção do conceito de bacia hidrográfica numa perspectiva sociointeracionista. A pesquisa teve um caráter qualitativo. Com base teórica em Vigotski (2001a), nas etapas de desenvolvimento do pensamento e nas construções teóricas de Wertsch (1984), na Zona de Desenvolvimento Proximal (ZDP). As atividades foram desenvolvidas em uma turma de estudantes do 5º ano do ensino fundamental, com aproximadamente nove anos de idade, de uma escola municipal de Lorena, estado de São Paulo. A proposta privilegiou a problematização, a interação entre os alunos, a professora e o ambiente e o uso de tecnologias, a fim de analisar os conceitos construídos. Os resultados indicam que as atividades sociointeracionistas colaboraram com o desenvolvimento do pensamento dos alunos, que evoluíram do \"pensamento por complexo\", identificado no início do trabalho, ao \"conceito potencial\". Apontam também para a importância do trabalho em grupo, com envolvimento de atividades práticas no ensino de Ciências, incitando a reflexão sobre o quanto é necessário repensar as práticas pedagógicas, para que o ensino proposto seja focado na construção da aprendizagem. / This work is aiming to investigate the process of construction of the concept of hydrographic basin made by students of the 5th grade of elementary school of a municipal school in Lorena, São Paulo, in a socio-interactionist perspective. The qualitative research, featured a case study with pedagogical intervention. With theoretical basis of Vygotsky (2001a), in the development stages of thought and theoretical constructs of Wertsch (1984), in the Zone of Proximal Development (ZPD), the activities were developed in a group of students from the 5th grade of elementary school, and they were about nine years old. The methodology favoured the questioning, the interaction between the students, the teacher, the environment and the use of technology in order to analyze the constructed concepts. The results indicate that socio-interactionist activities contributed to the development of the students\' thinking, which evolved from the \"thought for complex\", identified at the beginning of the work, to the \"potential concept\". Also pointing to the importance of teamwork, involving practical activities in science teaching by encouraging reflection on how we need to rethink the pedagogical practices, so that the proposed education is focused on building learning.

Made available in DSpace on 2016-04-28T14:16:22Z (GMT). No. of bitstreams: 1 Ana Paula Pires Trindade.pdf: 4040367 bytes, checksum: 647f81a3aff4f31b70d283a52f53dbb0 (MD5) Previous issue date: 2015-09-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has been developed as part of the "History of science and education: interdisciplinary approaches in Higher Education (diagnosis, continuous and specialist training for teachers)", Supported by the Centre for Education Program - OBEDUC (CAPES / INEP process 23038.002603 / 2013 -47. The main purpose of this study is collecting articles regarding the interface History of Science and Education, published in the education periodics, as well as analyzing the historiographical perspectives, both in quantity and quality, concerning the selected articles. This study intends to show the historiographical perspective on the texts in the History of Chemistry published in the last twenty years. The leading axis of this analysis is vision of History of Science as an specific interdisciplinary field, in which studies are developed in three different analysis spheres (historiographical, epistemological and contextual), emphasizing that this study s approach is historiographical. The influence of CESIMA will also be studied in this dissertation / Este trabalho foi produzido no âmbito do Projeto: História da ciência e ensino: abordagens interdisciplinares no Ensino Superior (diagnóstico, formação continuada e especializada de professores) do Programa Observatório da Educação OBEDUC, (CAPES/INEP), processo número 23038.002603/2013-47. Um dos objetivos deste estudo é realizar um levantamento dos artigos voltados à interface História da Ciência e Ensino, publicados em periódicos da área de educação, bem como analisar, quantitativa e qualitativamente, aspectos historiográficos em História da Ciência subjacentes aos artigos selecionados. Este estudo visa mostrar a perspectiva historiográfica dos textos de História da Química publicados entre 1994 e 2014. O eixo condutor desta análise será a visão de História da Ciência como campo específico interdisciplinar, no qual os estudos são desenvolvidos em três esferas de análise (historiográfica, epistemológica e contextual), sendo que a ênfase deste estudo será a historiográfica. Será estudada a influência das produções do CESIMA nesses artigos de História da Química

Made available in DSpace on 2016-04-28T14:16:23Z (GMT). No. of bitstreams: 1 Gizele Daumichen Gasparri.pdf: 1331055 bytes, checksum: 16de5ddf8cc071c7057cee0409db15d1 (MD5) Previous issue date: 2016-02-18 / Secretaria da Educação do Estado de São Paulo / In this thesis we discuss the theory of origin of life proposed by the Soviet biochemist, Alekandr Ivanovich Oparin (1894-1980), taking into account aspects of its development and some influences uppon his ideas. In addition, we analyze how this issue is presented in teaching materials aimed at high school. To accomplish this study, we have been studing original Oparin s texts, especially his 1924 article - Origin of life and the books published in 1938 - Origin of life - and 1956 - Origin of life on the Earth both translated into English under his supervision Oparin based his theory not only in dialectical materialism, but also, in Darwinism. Thus, he was able to sustain his opposition to the theory of spontaneous generation. Another point presented in this thesis is an analysis of the teaching materials used in public schools of São Paulo, which has revealed that Oparin's theory is presented in a superficial way, reinforcing the linear view of progress and continuity in Science / Nesta dissertação apresentaremos a teoria da origem da vida proposta pelo bioquímico soviético, Alekandr Ivanovich Oparin (1894-1980), aspectos de seu desenvolvimento e algumas influências na organização de suas ideias. Além disso, analisamos como o tema é apresentado em materiais didáticos voltados ao Ensino Médio. Para realizarmos esse estudo estudamos os originais de Oparin, especialmente seu artigo de 1924 Origin of life e os livros publicados em 1938 Origin of life e 1956 Origin of life on the Earth , ambos traduzidos para o inglês sob sua supervisão. Recorremos também a traduções em espanhol e português de seus textos. Oparin fundamentou sua teoria não só no materialismo dialético, mas também, no darwinismo. Com isso, foi capaz de sustentar sua oposição à teoria da geração espontânea. Outro ponto importante discutido nesta dissertação é a análise de material didático utilizado no terceiro ano do Ensino Médio das escolas públicas do estado de São Paulo, a qual revelou que a teoria de Oparin é apresentada de forma superficial, reforçando a visão linear de progresso e continuidade da ciência

O presente trabalho tem o objetivo de investigar o processo de construção do conceito de bacia hidrográfica numa perspectiva sociointeracionista. A pesquisa teve um caráter qualitativo. Com base teórica em Vigotski (2001a), nas etapas de desenvolvimento do pensamento e nas construções teóricas de Wertsch (1984), na Zona de Desenvolvimento Proximal (ZDP). As atividades foram desenvolvidas em uma turma de estudantes do 5º ano do ensino fundamental, com aproximadamente nove anos de idade, de uma escola municipal de Lorena, estado de São Paulo. A proposta privilegiou a problematização, a interação entre os alunos, a professora e o ambiente e o uso de tecnologias, a fim de analisar os conceitos construídos. Os resultados indicam que as atividades sociointeracionistas colaboraram com o desenvolvimento do pensamento dos alunos, que evoluíram do \"pensamento por complexo\", identificado no início do trabalho, ao \"conceito potencial\". Apontam também para a importância do trabalho em grupo, com envolvimento de atividades práticas no ensino de Ciências, incitando a reflexão sobre o quanto é necessário repensar as práticas pedagógicas, para que o ensino proposto seja focado na construção da aprendizagem. / This work is aiming to investigate the process of construction of the concept of hydrographic basin made by students of the 5th grade of elementary school of a municipal school in Lorena, São Paulo, in a socio-interactionist perspective. The qualitative research, featured a case study with pedagogical intervention. With theoretical basis of Vygotsky (2001a), in the development stages of thought and theoretical constructs of Wertsch (1984), in the Zone of Proximal Development (ZPD), the activities were developed in a group of students from the 5th grade of elementary school, and they were about nine years old. The methodology favoured the questioning, the interaction between the students, the teacher, the environment and the use of technology in order to analyze the constructed concepts. The results indicate that socio-interactionist activities contributed to the development of the students\' thinking, which evolved from the \"thought for complex\", identified at the beginning of the work, to the \"potential concept\". Also pointing to the importance of teamwork, involving practical activities in science teaching by encouraging reflection on how we need to rethink the pedagogical practices, so that the proposed education is focused on building learning.