Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-24T14:03:22Z No. of bitstreams: 1 Flavia Maria Martins Marques.pdf: 1078134 bytes, checksum: 1927e7251f0f6b7883952bd585533025 (MD5) / Made available in DSpace on 2016-08-24T14:03:23Z (GMT). No. of bitstreams: 1 Flavia Maria Martins Marques.pdf: 1078134 bytes, checksum: 1927e7251f0f6b7883952bd585533025 (MD5) Previous issue date: 2010-08-24 / The teaching of Science during the first years of basic education requires from the teacher, generally graduated in Pedagogy and also responsible for the teaching of other areas, abilities and competences related to the issues of his area. In this way, the current work, which is a result of the analysis of regulatory documents from Brazilian education and the interlocution with various scholars in the field of teacher‟s knowledge, aimed to analyze how the teaching of Natural Sciences in teacher‟s practice happens in Pedagogy Licentiate groups, identifying the disciplinary knowledge of the teacher trainer, responsible for this knowledge area, in view of all the demanding in the process of formation of the future lecturer. For this purpose we chose a methodological design of research guided by the qualitative descriptive approach, using documentary analysis preceded by a non-participant observation. We also elected notes in the logbook and semi-structured interview as a technique for the data construction. In general, our studies have pointed to the need of higher education institutions to offering in their courses of Bachelor of Education specific classes to science teaching, both striving for the approach of conceptual issues and for the approach of methodological issues in order to give the Science education a better treatment. In our studies we also stress out the need of a broad and more specific preparation of the pedagogue in the Sciences area as a strategy to tackle the issues concerning the scientific knowledge. / O ensino de Ciências nas séries iniciais do Ensino Fundamental requer do professor polivalente, em geral graduado em Pedagogia e também responsável pelo ensino de outras áreas do conhecimento, habilidades e competências no trato das questões pertinentes a sua área. Sendo assim, o presente trabalho, produto da análise de documentos normatizadores e reguladores da educação brasileira e da interlocução com diversos estudiosos no campo dos saberes docentes, teve por objetivo analisar como se efetiva o ensino de Ciências Naturais na prática docente em turmas de Licenciatura em Pedagogia, identificando os saberes disciplinares do professor formador, responsável por esta área do conhecimento tendo em vista as exigências do processo de formação do futuro professor. Para isto optamos por um desenho metodológico de pesquisa pautado na abordagem qualitativa, do tipo descritiva fazendo uso da análise documental precedida da observação não participante. Elegemos ainda como técnica de construção dos dados as anotações em diário de bordo e a entrevista semi-estruturada. De modo geral, nossos estudos apontaram à necessidade das Instituições de Ensino Superior oferecerem em seus cursos de Licenciatura em Pedagogia disciplinas específicas ao ensino de ciências, ora primando pela abordagem de questões conceituais, ora primando pela abordagem de questões metodológicas, a fim de atribuir ao Ensino de Ciências melhor tratamento. Ainda em nossos achados, destacamos a necessidade de uma formação mais abrangente e específica do pedagogo na área de ciências, como estratégia para o enfrentamento das questões relativas ao conhecimento científico.

The exploratory study investigated school related factors responsible for high matriculaion failure rates in physical science in public high schools of Alexandra Township in South Africa. The target population included all Further Education and Training (FET) science educators and learners in Alexandra Township. An extreme-case sampling method was used to select a sample of two schools. Data was collected through two different closed questionnaires, one for educators (n=10) and the other for learners (n=250). The results were analyzed using mainly descriptive tatistics. The results, according to the views and opinions of educators and learners showed that the main causes of high failure rates are poor educator qualifications, outdated teaching methods, massive workloads, high levels of absenteeism and acute deficiencies in aspects related to: resources, subject content, classroom management skills, proficiency in language of instruction and assessment, motivation and perseverance. Recommendations for practice and policy are suggested. / Further Teacher Education / M. Ed. (Natural Science Education)

The exploratory study investigated school related factors responsible for high matriculaion failure rates in physical science in public high schools of Alexandra Township in South Africa. The target population included all Further Education and Training (FET) science educators and learners in Alexandra Township. An extreme-case sampling method was used to select a sample of two schools. Data was collected through two different closed questionnaires, one for educators (n=10) and the other for learners (n=250). The results were analyzed using mainly descriptive tatistics. The results, according to the views and opinions of educators and learners showed that the main causes of high failure rates are poor educator qualifications, outdated teaching methods, massive workloads, high levels of absenteeism and acute deficiencies in aspects related to: resources, subject content, classroom management skills, proficiency in language of instruction and assessment, motivation and perseverance. Recommendations for practice and policy are suggested. / Further Teacher Education / M. Ed. (Natural Science Education)