Grupos colaborativos de professores e tutorias individuais nas escolas são modelos de formação continuada que podem ser alternativas aos tradicionais cursos oferecidos aos professores. Nossa pesquisa teve o objetivo de investigar como a colaboração e a tutoria auxiliam no desenvolvimento profissional de um grupo de professores de Química. Constituímos um grupo colaborativo de professores de Química na região sul de São Paulo/SP, em 2012, e investigamos o processo de desenvolvimento profissional experimentado por eles. Realizamos trinta e oito encontros do grupo colaborativo entre os anos de 2012 e 2015 aos sábados de manhã, sendo que selecionamos doze deles para a análise. Dentre os vinte e quatro professores que participaram do grupo colaborativo, foram investigados os seis mais assíduos, sendo que três dos professores investigados também participaram de encontros individuais de tutoria em suas escolas. A coleta de dados envolveu gravações dos encontros do grupo colaborativo em vídeo, gravações em áudio das tutorias, questionários, notas de campo, entrevistas semiestruturadas e um protocolo de observação de aulas. Foram realizados e analisados, ao todo, vinte e três encontros individuais de tutorias. No grupo colaborativo e nas tutorias, os professores definiram os conteúdos que queriam discutir e as atividades que gostariam de realizar. Nossa participação tinha como objetivo promover a reflexão sobre as experiências de ensino e sobre as atividades apresentadas pelos professores. O desenvolvimento profissional foi analisado considerando as necessidades formativas dos professores de ciências que foram priorizadas pelos sujeitos da pesquisa, os obstáculos ao desenvolvimento profissional que eles manifestaram e suas intenções comportamentais quanto à contextualização, experimentação e interação dialógica nas aulas. Nossos resultados mostraram que tanto o grupo colaborativo quanto a tutoria são modos eficazes de promoção do desenvolvimento profissional, pois possibilitaram que os professores rompessem o isolamento profissional, compartilhassem experiências de ensino, refletissem sobre os problemas vivenciados em suas aulas, construíssem colaborativamente soluções e modificassem concepções educacionais. Os resultados ainda indicam que essas estratégias são complementares e que o grupo colaborativo pode alcançar resultados melhores quando mediado por um formador. Embora os professores tenham refletido bastante sobre o ensino e a aprendizagem de conceitos químicos e sobre atividades didáticas para seu ensino, eles pouco se envolveram em discussões sobre avaliação e sobre aspectos pedagógicos mais teóricos, que poderiam contribuir também para seu desenvolvimento profissional. / Collaborative groups and individual tutoring in schools are models of in-service teacher education that may be an alternative to traditional courses. Our research aimed to investigate how collaboration and tutoring can help teachers in their professional development. Twenty-four Chemistry teachers gathered, on Saturday mornings, in a school located at the South area of São Paulo city, in Brazil, during thirty-eight collaborative meetings, from 2012 to 2015. We selected twelve meetings in order to analyze the professional development process experienced by these teachers. We also investigated the ideas of the six assiduous teachers, and three of them who attended individual mentoring meetings at their schools. Data collection took place from 2013 to 2015 by video recordings of collaborative group meetings, audio recordings of tutoring, surveys, field notes, semi-structured interviews and a protocol to classes\' observation. We also carried out and analyzed twenty-three individual tutorial meetings held with three teachers. During the collaborative meetings and tutoring, secondary teachers were responsible for define discussion contents, and activities they would like to do. The tutor\'s aimed was to promote teachers\' reflection on self-teaching experiences and school activities. The professional development process was analyzed taking into account pedagogical content knowledge, obstacles to achieve professional development, behavioral intentions regarding to teaching context-based approach, experimentation, and dialogic interaction among students and teacher. The results showed that both collaborative group and tutoring were effective ways to promote teachers\' professional development, since they allowed educators to overcome their professional isolation, share teaching experiences, reflect on problems experienced in their classes, solve problems collaboratively and modify educational conceptions. The results also indicated that both strategies, collaborative groups and tutoring, are integrated. The collaborative group can achieve better results by means of mediated action of a more experienced Science educator. Although teachers were able to reflect on teaching and learning chemical concepts and pedagogical activities, they were poorly engaged in discussions about assessment and teaching-learning theories.

Orientador: Silvia Fernanda de Mendonça Figueirôa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T07:23:20Z (GMT). No. of bitstreams: 1 Gandolfi_HairaEmanuela_M.pdf: 2906092 bytes, checksum: 291cbe98bc5eb359c2e1637177e18534 (MD5) Previous issue date: 2015 / Resumo: Em virtude do desafio atual de tornar o Ensino de Ciências interessante, abrangente e formador de cidadãos críticos, a presente investigação busca realizar uma reflexão a respeito da inserção da História e da Filosofia da Ciência (HFC) em atividades de Ensino de Química. Pretende-se discutir, a partir do ponto de vista do ensino da Natureza da Ciência (NOS), as potencialidades do estudo da História e da Filosofia da Ciência para o Ensino de Química, essencialmente relevantes para a elucidação de como se dá a gênese e o desenvolvimento dos conhecimentos e das práticas químicas. Com o objetivo de divulgar as possibilidades do trabalho, em sala de aula, com aspectos da Natureza da Química, essa investigação explorou, a partir de uma Pesquisa Histórica, e analisou, dentro do referencial do Ensino de Ciências e da HFC, diferentes fontes históricas primárias, produzidas no contexto da exploração mineral no período colonial brasileiro. Buscou-se apresentar e estimular a leitura, interpretação e análise de textos histórico-científicos, sob a luz da HFC e da NOS, visando um maior contato de professores e estudantes com aspectos e características do mundo científico e das práticas e conhecimentos químicos em um contexto brasileiro, através do estudo de uma das mais importantes atividades de exploração natural desenvolvida ao longo da História do Brasil / Abstract: Due to the present challenge to transform Science Education into an interesting, comprehensive and capable of forming critical citizens process, this research aims to reflect about the insertion of History and Philosophy of Science (HPS) into Chemistry Teaching activities. The intention here is to discuss, from the teaching of the Nature of Science (NOS) perspective, the potential of History and Philosophy of Science for Chemistry Teaching, as these topics are essentially relevant to the elucidation of the genesis and the development of knowledge and practices related to Chemistry. In order to disseminate the possibilities of classroom practices related to the Nature of Chemistry, this research explored, by undertaking a Historical Research, and analyzed, within the framework of Science Teaching and HPS, several primary historical sources, produced in the context of mineral exploitation during the Brazilian colonial period. The objective here was to introduce and encourage reading, interpretation and analysis of historical-scientific texts, under the light of the HPS and the NOS, looking forward to approximate teachers and students to aspects and features of the scientific world and of chemical practices and knowledge in a Brazilian context, through the study of one of the most important natural exploitation activities developed throughout the Brazilian History / Mestrado / Ensino de Ciencias e Matematica / Mestra em Ensino de Ciências e Matemática

This dissertation deals with the creation of educational materials to topics from the field Chemistry around us and circumstances of its implementation into teaching chemistry with regard to the needs posed by curricular documents. The connection between real world and the content of the chemistry subject, which is taught at schools, is shown on the curricular topics related to medicinal chemistry and to fertilizer chemistry. This could make the student getting a better overview of the subject itself. Regarding the specialist and didactical part, the teaching material tries to make it easier for the teacher to prepare for the lessons and make them more interesting due to the teaching material's variability and processing (teaching text, powerpoint presentations, plays, laboratory exercises etc.). This way, the student gains access to practical topics through various types of exercises, interesting aspects, plays etc. The evaluation of educational materials and investigation of student's and teacher's attitude was carried out via a questionnaire investigation. The investigation showed that both students and teachers regard these topics as beneficial and belonging to the field of chemistry. The medicinal topics were approached by the girls better than by the boys, which was not the case of the...

This diploma thesis deals itself with activating teaching methods in chemistry teaching at primary school in the teaching topic - Chemical reactions. It is divided into two parts; theoretical and practical. The Theoretical part of the thesis defines the key terms related to the overall topic, further focuses in detail on selected activating teaching methods, its advantages and disadvantages, as well as criteria for choosing the appropriate method. Diploma more closely focuses on didactic games method in chemistry teaching in elementary schools. Also characterizes topic of educational tools in chemistry teaching in elementary school, and, in the end, closely specifies selected topic of Chemical reaction from FEP EE (Framework Educational Program for Elementary Education) and available, already existing, materials. The Practical part of the work brings a list of suggested materials regarding the topic of Chemical reaction with description of individual activities, application and environment, methodology and support means, including the results of their verification in collaboration with the elementary school of Charlotte Garrigue Masaryk in Lány in the period between months of March and June. KEYWORDS Activation of pupils, teaching chemistry at elementary school, chemical reactions, didactic games.

This diploma thesis deals with the teaching of Chemistry at primary schools for students with special educational needs. The theoretical part presents the legal regulations according the teaching of inclusive education. The law and the system of inclusive education in the Czech Republic is summarized, including advisory services and is analyzed. In the next part, the specifics of students with special educational needs are described, namely students with specific learning and behavioral disorders, with sensory disabilities, with impaired communication skills, with mental disabilities and autism disorders, and with physical disabilities and cerebral palsy. Based on these characteristics, a combined qualitative research of case studies of two specific students with special educational needs is performed in the practical part and case studies are created. Methods and forms of work with these specific students with a focus on teaching Chemistry are proposed. Furthermore, the research is combined with a questionnaire survey, which examines teachers' approaches to the issue of inclusive education. The results of the research are analyzed in detail at the end of the diploma thesis. As a practical output, teaching scenarios in the form of specific preparations are proposed, as well as activation approaches...

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-09-22T13:48:58Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Júlia Bouzon.pdf: 1678915 bytes, checksum: 16d4cd27fa8d6d7bde066b78795adebc (MD5) Blog.pdf: 86753 bytes, checksum: bcebf4c9cb7f91d4ac040492e3927394 (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-04T21:44:00Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Júlia Bouzon.pdf: 1678915 bytes, checksum: 16d4cd27fa8d6d7bde066b78795adebc (MD5) Blog.pdf: 86753 bytes, checksum: bcebf4c9cb7f91d4ac040492e3927394 (MD5) / Made available in DSpace on 2017-10-04T21:44:00Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Júlia Bouzon.pdf: 1678915 bytes, checksum: 16d4cd27fa8d6d7bde066b78795adebc (MD5) Blog.pdf: 86753 bytes, checksum: bcebf4c9cb7f91d4ac040492e3927394 (MD5) / Com uma proposta de atuação na melhoria do processo de Ensino-Aprendizagem de Química, neste trabalho é descrito o uso de metodologias didáticas alternativas para o ensino dos conteúdos curriculares de Geometria Molecular e de Soluções. O primeiro tópico foi abordado com o uso de balões de aniversário como modelos materiais, enquanto para o segundo utilizou-se substâncias comuns no dia a dia dos alunos na busca de um ensino mais contextualizado. A avaliação da aplicação destas metodologias didáticas foi realizada comparativamente (turmas onde as metodologias foram aplicadas versus turmas que não tiveram acesso as mesmas) por meio de questionários sobre a metodologia em si e exercícios sobre os conteúdos disciplinares. Os resultados alcançados foram positivos demonstrando o favorecimento do processo de ensino-aprendizagem, com maior participação dos alunos tanto na discussão quanto na construção do próprio conhecimento. Considerando os resultados observados e a necessidade de trocas entre os docentes de experiências inovadoras utilizadas para a melhoria do Ensino de Química, este trabalho também relata a construção de um blog que objetiva a discussão de metodologias didáticas e a troca de conhecimentos e experiências entre professores de Química. / Based on a proposal to improve the Chemistry teaching-learning process, this work describes the use of alternative methods for teaching the curricular content of Molecular Geometry and Solutions. The first topic was approached using birthday balloons as material models, while for the second we used common substances in students’ everyday lives to provide a more contextualized learning. The evaluation of the implementation of these teaching methodologies was carried out comparatively (classes where the methodologies were applied versus classes that did not have access to these) through questionnaires on the methodology itself and exercises on the subject content. The results were positive, having demonstrated that the teaching-learning process was favored, from the increased participation of students, both in discussion and in the construction of knowledge itself. Considering the observed results and the need for exchanges among teachers who did innovative experiments to improve their teaching of Chemistry, this paper also describes the creation of a blog that aims to discuss teaching methods and promote the exchange of knowledge and experience among Chemistry teachers.

Made available in DSpace on 2016-06-02T19:46:24Z (GMT). No. of bitstreams: 1 5214.pdf: 3265286 bytes, checksum: 4bc1eefe5e4232321d1b4fe41f5a6d91 (MD5) Previous issue date: 2013-04-15 / Financiadora de Estudos e Projetos / This research intends to promote collaborative actions between a Chemistry teacher and a Special teacher of a school which is reference in attending visually impaired students from the inner part of the state of São Paulo, taking into account school inclusion and teaching-learning in Chemistry. The field research was developed in a state school of the inner part of the state of São Paulo, in the first year of High School. The research subjects were: a Chemistry teacher, a Special teacher and four students with visual impairment. The research was guided by the collaborative critical action research, which aims to contribute to the continuing education of the professionals in their work context and focus on possible reflections which may emerge in the process of rethinking their teaching practices. The data collection was divided into different steps: semi-structured interviews, in order to know the professional journeys of the Chemistry teacher and the Special teacher and also to know the visually impaired students school careers; coordinated meetings with the Chemistry teacher and the Special teacher, to promote collaborative actions and to develop pedagogical practices for teaching Chemistry to students with visual impairment; classroom observations, to understand the possibilities and tensions in the intervention using inclusive pedagogical practices with the visually impaired students; and classroom intervention, which would allow the teacher to try the pedagogical practices which were proposed in the meetings. The results showed how the Chemistry teacher cared about her students, since she had never taught students with visual impairment before. The partnership between the Chemistry teacher and the Special teacher was positive, culminating in the adaptation of materials for classroom intervention, which made the VI students get better grades in the evaluations. The students were evaluated considering their organization and participation in the School Science Fair and they did a very good job, being praised by the fair visitors. The bimonthly tests were also considered in the evaluation and it was observed that there are some obstacles to be overcome by the school and the students with visual impairment. / Esta pesquisa tem como objetivo geral promover ações colaborativas em contexto entre uma professora de química e uma professora de educação especial de uma escola polo em atendimento a alunos com deficiência visual do interior paulista, tendo em vista a inclusão escolar e o ensino-aprendizagem em química. A pesquisa de campo foi desenvolvida em uma escola estadual do interior paulista, no primeiro ano do ensino médio. Os sujeitos da pesquisa foram: uma professora de química, uma professora de educação especial e quatro alunos com deficiência visual. A pesquisa pautou-se na Pesquisa-ação Colaborativo-crítica, que visa contribuir com a formação continuada dos profissionais em seu contexto de trabalho e tem como foco possíveis reflexões que emergem no processo de repensar suas práticas pedagógicas. A coleta de dados teve várias etapas, sendo estas: entrevistas semiestruturadas, a fim de se conhecer a trajetória profissional da professora de química e da professora de educação especial e também para se conhecer a trajetória escolar dos alunos com deficiência visual; reuniões coordenadas com a professora de química e a professora de educação especial, com o intuito de promover ações colaborativas em contexto e para o desenvolvimento de práticas pedagógicas no ensino de química para os alunos com deficiência visual; observação das aulas para conhecer as possibilidades e tensões na realização da intervenção com práticas pedagógicas inclusivas para os alunos com deficiência visual; e intervenção em sala de aula para que a professora pudesse colocar em prática as práticas pedagógicas propostas nas reuniões. Os resultados mostraram a preocupação da professora de química com seus alunos deficientes visuais, pois ela nunca havia lecionado para esta população. A parceria da professora de química com a professora de educação especial foi positiva, culminando na adaptação de materiais para intervenção em sala de aula, resultando em melhores notas dos alunos DV nas avaliações. A organização e participação na feira de ciências da escola foi um modo de avaliação dos alunos e estes se saíram muito bem, sendo elogiados pelos visitantes da feira. A aplicação das avaliações bimestrais também foi observada e percebeu-se que existem alguns obstáculos a serem transpostos tanto pela escola quanto pelos alunos com deficiência visual.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-13T12:02:56Z No. of bitstreams: 2 Dissertação - Felipe Augusto de Mello Rezende - 2017.pdf: 1633545 bytes, checksum: 2e91fc8e23125fe366083f252dcbaca6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-13T12:03:25Z (GMT) No. of bitstreams: 2 Dissertação - Felipe Augusto de Mello Rezende - 2017.pdf: 1633545 bytes, checksum: 2e91fc8e23125fe366083f252dcbaca6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-11-13T12:03:25Z (GMT). No. of bitstreams: 2 Dissertação - Felipe Augusto de Mello Rezende - 2017.pdf: 1633545 bytes, checksum: 2e91fc8e23125fe366083f252dcbaca6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / From the first decade of the century it was noticed a significant increase in the quantity of games applied to the teaching of Chemistry, however, there are games without pedagogical objectives. In this sense, a documentary analysis was used (in the main periodicals of Chemistry Education/Teaching) a heuristic instrument in the light of the Gowin’s Epistemological V, which consists of analyzing the structure and process of knowledge construction, in order to identify possible theories of teaching and learning in the game construct, the results indicated the presence of Piagetian epistemology (48.14%) and Vigotskian (25.93%), with the predominance of conceptions related to Jean Piaget's Equilibrium Theory, which in most cases appeared implicitly. Among the works classified within the PHc, the predominance of the implicit Vigotsky reference was also identified, in which the researchers explore aspects related to ZDP/ZDI and to the Psychological Functions. In addition to the two referentials mentioned, about 25,93% of the articles were classified as Absence of Epistemological Referential, a matter of great concern, since the absence of theoretical/epistemological references hinders the construction of Chemical knowledge, and tends to make games strategies that exploit onlythe playful function. However, we identify the need for a deeper understanding of the references used, since most of the Piagetian articles explore only the question of ass summarizing the game to a tool to fix the concepts worked in the expository classes, as well as the Vygotskian articles, which use problematic references translated from North American versions, which do not fit the work of Vygotsky. Thus, the results obtained in the research indicate the imminence of the use of learning theories, and it is not possible to speak in an epistemology of the game, for even if we have identified the predominance of Piagetian epistemology, we are still slowly moving towards the use of teaching and learning theories. / A partir da primeira década do século XXI, percebeu-se um aumento significativo na quantidade de jogos aplicados ao ensino de Química, contudo, tem-se utilizado jogos sem objetivos pedagógicos. Neste sentido, realizou-se uma análise documental (nos principais periódicos de Educação/Ensino de Química) à luz do V Epistemológico de Gowin, que consiste em um instrumento heurístico para análise da estrutura e do processo de construção do conhecimento, com o intuito de identificar possíveis teorias de ensino e aprendizagem no construto dos jogos. Os resultados indicaram a presença da epistemologia Piagetiana (54,17%) e Vigotskiana (29,17%), sendo verificado a predominância de concepções relacionadas à Teoria da Equilibração de Jean Piaget, que na maioria dos casos apareceu de forma implícita. Dentre os trabalhos classificados dentro da PHC, identificou-se a predominância do referencial Vigotskiano implícito também, no qual os pesquisadores exploram aspectos relacionados à ZDP/ZDI e às Funções Psicológicas. Além dos dois referenciais mencionados, cerca de 16,66% dos artigos foram classificados como Ausência de Referencial Epistemológico, um dado bastante preocupante, visto que a ausência de referenciais teórico/epistemológicos dificultam a construção do conhecimento Químico, e tende a tornar os jogos estratégias que exploram apenas a função lúdica. Contudo, identificamos a necessidade de um maior aprofundamento acerca dos referenciais utilizados, pois a maioria dos artigos Piagetianos exploram apenas a questão da assimilação, resumindo o jogo a uma ferramenta de fixação dos conceitos trabalhados nas aulas expositivas, assim como os artigos Vigotskianos, que utilizam referenciais problemáticos traduzidos de versões norte- americanas, que não condizem com a obra de Vigotski. Desta forma, os resultados obtidos na pesquisa indicam a iminência da utilização de teorias de aprendizagem, não sendo possível ainda falar em uma epistemologia do jogo, pois mesmo que tenhamos identificado a predominância da epistemologia Piagetiana, ainda estamos caminhando lentamente no sentido da utilização de teorias de ensino e aprendizagem.

Charles University in Prague Faculty of Science Chemistry Education Attitude of Students to Study Chemistry at the Different Types of Secondary Schools Author: Mgr. Miloš Halúzka Supervisor: Mgr. Jiří Šibor, Ph.D. Prague 2015 2 Abstract In the theoretical part, author quotes technical literature which describes the effects specifying the access of students to study and he estimates expressions of individual effects in real teaching practice in chemistry lessons. Author describes the difference between students studying secondary vocational school and students from apprentice school with regard to absence. Author also illustrates the crucial influence of family background on the example of educational achievements of one student in 8 past years. Furthermore, the teoretical part summarizes the various influences that participates in the access of students to the school subject of chemistry, recommended approaches and didactic methods. There is also defined the issue of cousework as a project teaching method. Everything is evaluated in the context of conditions prevailing on the different types of secondary schools in the Czech Republic. Is describing the position of the general courses at the apprentice school on a small sample of teachers. The teoretical part is devoted to different approach of different...

This PhD thesis deals with a topic of food chemistry and nutrition in secondary school education in chemistry lessons. The theoretical part summarizes significance and evaluation of textbooks and furthermore it focuses on modern approaches in chemistry lessons with the main focus on interactive boards. The methodological part deals with the analysis of framework educational programs, textbook analysis, questionaire surveys and creation of teaching materials. The practical part of this thesis summarizes the results of analysis of framework educational programs and textbooks in relation to food chemistry and diseases related to nutrition. It shows results of a questionnaire survey which has examined knowledge of students in the area of proper nutrition, diet and diseases related to nutrition and also relationship of students to this issue and to the subject of chemistry in general. It also summarizes the results of verification of studying materials which have arisen in this thesis. The practical part also includes an educational text for teachers on the topic of lipids, which was developed based on the results of extensive analysis of secondary school chemistry and biology textbooks, framework analysis of educational programs and research at secondary schools in the Czech Republic. The topic of...