Orientador: Jorge Megid Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T03:37:40Z (GMT). No. of bitstreams: 1 Belizario_AlyneFrancoBrandao_M.pdf: 3779577 bytes, checksum: 0b82dc1d093bb2ab1e196e8dc1cfaf82 (MD5) Previous issue date: 2012 / Resumo: Estudos sobre as pesquisas acadêmicas no campo do Ensino de Ciências têm indicado a carência de produção direcionada aos anos iniciais do ensino fundamental. Além disso, são raras as investigações abrangendo o "método de projetos" e a abordagem interdisciplinar. Nesse contexto, o objetivo desta pesquisa foi desenvolver um Projeto sobre "Horta" com crianças do 2º ano do Ensino Fundamental e analisar a produção de conhecimentos das crianças do ponto de vista cognitivo, social e afetivo, bem como o processo de produção da prática pedagógica da professora. O problema de pesquisa assenta-se na seguinte questão: "quais conhecimentos crianças e professora constroem em um Projeto de Horta no 2º ano do Ensino Fundamental?" No Projeto Horta as atividades e a prática da professora foram baseadas numa proposta construtivista e interdisciplinar, desenvolvida de acordo com as sugestões, interesses, participação dos alunos e por meio de atuação reflexiva e investigativa da professora-pesquisadora. Assim, a pesquisa caracteriza-se como de intervenção, com interface entre a pesquisa experimental de grupo único e a pesquisa-ação. Teve como suporte as teorias construtivista de Piaget e socioconstrutivista de Vygotsky e seus seguidores. Para compreender o construtivismo no Ensino de Ciências autores como Alda Pereira, Michael Matthews e Eduardo Mortimer também deram fundamentos. O trabalho envolveu crianças do 2º ano do Ensino Fundamental, durante um ano letivo. As atividades desenvolvidas junto às crianças foram: observação do ambiente; experimentação; construção de maquetes; medição; dramatização; visitação a uma horta comercial e a um Viveiro de Plantas para "estudo do meio"; implantação de uma horta escolar e a manutenção da mesma ao longo do ano letivo; implantação de um sistema de minhocário; desenhos; entre outras. Foram aplicados diversos métodos, estratégias e técnicas de ensino, como atividades problematizadoras; diálogos coletivos; levantamento de hipóteses e de conhecimentos prévios; trabalhos em grupo; cooperação; troca de experiências e de idéias; contato direto com o ambiente "horta"; registros coletivos e individuais. Os dados coletados foram analisados segundo três categorias: Conhecimentos construídos pela criança; O percurso metodológico de ensino do Projeto Horta; O percurso da professora-pesquisadora no Projeto Horta. Os resultados indicam que as crianças mostraram avanços nos conteúdos conceituais, procedimentais e atitudinais segundo a tipologia de Pereira (2002) e Coll et al. (1998). Verificamos que o trabalho de projetos é uma forma de favorecer a aprendizagem significativa de modo interdisciplinar favorecendo a construção de conhecimentos. Durante o desenvolvimento do Projeto Horta houve mudanças de concepções e atitudes dos alunos; eles mostraram motivação, envolvimento e interesse na aprendizagem não só de conteúdos de Ciências, mas também de Matemática, Língua portuguesa, História, Geografia e Arte. Além disso, os estudos facilitaram o processo de alfabetização das crianças. Quanto à professora-pesquisadora, reforçou procedimentos pedagógicos de anos letivos anteriores, porém numa atitude mais reflexiva e investigativa, iluminada por novos aportes teóricos até então desconhecidos por ela. Propiciou maior abertura de participação dos alunos ao longo do projeto, bem como de interação aluno-aluno e aluno-professor. Enfim, construiu conhecimentos sobre o conteúdo específico transformadora do seu fazer profissional cotidiano. / Abstract: Studies on the academic researches in the field of Science Teaching have indicated the lack of production directed to the early stages of elementary school. In addition, investigations covering the "method of projects" and the interdisciplinary approach are rare. In this context, the aim of this research was to develop a Project on "Vegetable Garden" with children from the 2nd year of Elementary School and to analyze the production of children's knowledge on the cognitive, social and affective points of view, as well as the production process of the teacher's pedagogical practice. The research problem settles on the following question: "what knowledge children and teacher assemble from a Vegetable Garden Project in the 2nd year of Elementary School?". In the Vegetable Garden Project the teacher's activities and practice were based on a constructivist and interdisciplinary proposal, developed in accordance with the suggestions, interests, and participation of the students and by means of reflexive and inquiring operation of the teacher-researcher. Thus, the research is characterized as intervention, with interface between the experimental research of single group and action research. As its support, Piaget's constructivist and Vygotsky and his followers' social constructivist theories were used. To perceive the constructivism in Science Education, authors like Alda Pereira, Michael Matthews and Eduardo Mortimer have also given foundations. The work involved children in the 2nd year of Elementary School during a whole school year. The activities developed with the children were: environmental observation; experimentation; construction of models; measurement; drama; visitation to a commercial vegetable garden and to a Plant Nursery for "environmental study"; implantation of a school vegetable garden and the maintenance of the same throughout the school year; a worm farm system was also implanted; drawings; among others. Several methods, strategies and techniques of teaching were applied, such as problematizing activities; collective dialogs; survey of hypotheses and prior knowledge; work groups; cooperation; exchange of experiences and ideas; direct contact with the "vegetable garden" environment; collective and individual records. The collected data were analyzed according to three categories: knowledge built by the child; the methodological route education of the Vegetable Garden Project; the path of the teacher-researcher's path in the Vegetable Garden Project. The results indicate that the children showed improvements in conceptual, procedural and attitudinal concepts according to the typology of Pereira (2002) and Coll et al. (1998). We could verify that projects work is a way to promote meaningful learning in an interdisciplinary approach fomenting the building of knowledge. During the Vegetable Garden Project development there have been changes of conceptions and attitudes of the students; they showed motivation, involvement and interest in learning not only of Science content, but also Mathematics, Portuguese Language, History, Geography and Arts. Moreover, the studies have facilitated the process of children's literacy. As the teacher-researcher, pedagogical procedures from previous school years have been strengthened; however in a more reflexive and investigative attitude, brightened by new theoretical contributions so far not known by her. A larger opening of students' participation throughout the project was propitiated, as well as the student-student and student-teacher interactions. Ultimately, she has built knowledge about the specific content responsible for the changes of her professional routine. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

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

In the mid-1980’s institutions of higher learning were coerced by the South African government to admit students from all races. As a result, these institutions were confronted with the need to identify preparedness for higher learning, especially amongst the ex-Department of Education and Training (DET) learners. Grade 12 results were not a sufficient predictor for ex-DET learners, and a review of current admission criteria became a necessity. This study aims to develop a suitable science entry-level test to be used as a component of an existing test battery. The test battery is used as an admission tool by the Port Elizabeth Technikon to further assess first year applicants who do not meet the normal entrance requirements for a science course. The only requirement for further assessment being Grade 12 physical science. The science entry-level test consists of a list of validated science skills and knowledge to be used to assess the skills and knowledge mastered at the time of test taking. On the basis of test scores, an assessment is made regarding the applicant’s preparedness for higher learning. This study holds the view that preparedness in students for higher learning in science can be measured by means of valid science competencies. In addition, knowledge of the level of preparedness of the applicant enables further educational support and guidance to be provided where necessary. Research which measures manifest academic ability rather than potential to learn is favoured since it is believed that the former generates psychometric evidence of that which was already mastered academically whilst the latter determines whether the student will be able to achieve under ideal conditions. The content covered by the proposed Science Competency Test was sanctioned by technikon lecturers of first year physics and chemistry courses. The content was taken from the examinable section of the Grade 11 and 12 physical science syllabi. This content is the most acceptable and fair knowledge-base a prospective science student can be expected to have mastered at school. The content was limited to those skills and knowledge believed by the lecturers to contribute to academic success in the first year. Items that tested this content were compiled and pilot tests were administered to Grade 12 physical science learners at various disadvantaged schools. The Science Competency Test was compiled from the pool of trial items after the performance of the items was statistically determined. This final Science Competency Test was completed by a sample of 179 first-time first year science students. The findings of the study were inconclusive as the Science Competency Test showed a moderate predictive ability for only one section of the sample. It further showed that the weighted matric score, WMS was not a significant predictor of future academic performance of the sample either. A discrepancy in performance amongst learners of different home languages and educational backgrounds was also noted.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

M.Ed. (Tertiary Didactics) / Please refer to full text to view abstract

In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.

It is believed that one of the overriding factors that has contributed to the resistance to curriculum change on the part of teachers is that some of the new curricula seem to require a major change in teaching methodology and style. This change amounts to a conflict between paradigms. If this belief is correct, then one can argue that there will have to be a shift in teachers' functional paradigms in order for these curriculum innovations to be implemented. The study focuses on the goals, problems, exemplars, and routines, which constitute the "functional paradigms" of teachers. The term "functional paradigm" is meant to convey the idea that the characteristics which unite a community of practitioners are likely to be centered on practical matters: Why do teachers function in particular ways? Do teachers attach "common meanings" to particular situations or entitles? The following specific research questions were examined: 1. What are some of the factors which influence the formulation of teachers' functional paradigms? 2. What is the nature of teachers' functional paradigms? 3. a) What are the perceptions of teachers with regard to curriculum change? b) What is the relationship between teachers' functional paradigms and their perceptions of curriculum change? c) To what extent do teachers' functional paradigms become idiosyncratic when they are faced with a curriculum change? The methodology involved interviews with teachers. A pilot study was conducted prior to the main study. The interviews in the main study were analyzed in terms of six main categories. The results seem to indicate: 1. There are common categories and sub-categories that contribute to the formation, development, and maintenance of teachers/ functional paradigms. They include: o past educational experiences. o background in general. o practicum experiences. o past and present teaching experiences. o curriculum materials. o constraints on teaching. o school, students, and other workers in the school. 2. There seems to be a "core" of common categories among teachers. The intersection of elements within these categories composes the functional paradigms of teachers in general. Although the paradigms are functional in an active sense, they are relatively stable within the "culture", and over the long term. This stability must be considered if innovators in education ever contemplate a change which would require a shift in teachers'" functional paradigms. This commonality of beliefs, routines, problems, and exemplars is probably greater among teachers within the same small segment of the organization than within the entire profession. 3. Evidently, teachers select, interpret, and utilize learning materials in different ways dependent on the nature of their personal functional paradigms. A number of differing elements in teachers'' functional paradigms have been identified. These elements determine how teachers teach in terms of their use of curriculum materials. Curriculum change agents must consider the functional paradigms of individuals and determine how common these paradigms are before attempting a major pedagogical change. This study has shown that if these factors are not considered, then the curriculum change that is contemplated will be reduced to a mere change in content. The teachers will utilize the curriculum materials according to their own functional paradigms. 4. The inertia against curriculum change is most difficult to overcome with more experienced teachers, and more easily overcome with beginning teachers. This suggests that the focus of curriculum implementation needs to be aimed at certain segments of the profession. Somehow the change agents must assist educators to change their functional paradigms to meet the desired ends of the new curriculum prior to implementation. The alternative is the disparity that seems to exist between the curriculum that is intended by the policy makers, the curriculum that is implemented by the teachers, and the curriculum that is ultimately attained by the students. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-length of participation in the Inquiry Institute (zero, three, or six days)-to determine whether or not the three groups differ on the dependent variables-beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.

While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and the Environment, 39% of the variance for TAKS Structures and Properties of Matter, and 21% of the variance for TAKS Earth and Space Systems. Teacher experience accounted for 24% of the variance with TAKS Structures and Properties of Matter, and pedagogical credit hours explained 30% of the variance with TAKS Motion, Forces, and Energy. Science GPA explained 31% of the variance for the TAKS Earth and Space Systems objective. Policy makers should examine NCLB assumptions about teacher content knowledge as a significant indicator of teacher effectiveness via student achievement on standardized tests. While measuring content knowledge provides a simple, efficient, and cost effective form of accountability, the small effect size indicated other factors, including teaching practice, need investigation.

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