O ensino por investiga??o: construindo possibilidades na forma??o continuada do professor de ci?ncias a partir da a??o-reflex?o

• Main Author: Oliveira, Kaline Soares de
• Other Authors: 27471934468
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2016
• Subjects: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA: ENSINO DE CI?NCIAS NATURAIS E MATEM?TICA; Ensino de ci?ncias; Ensino por investiga??o; Forma??o continuada; Pesquisa-a??o
• Online Access: http://repositorio.ufrn.br/handle/123456789/21052

Submitted by Automa??o e Estat?stica ([e-mail]) on 2016-07-25T19:30:29Z No. of bitstreams: 1 KalineSoaresDeOliveira_DISSERT.pdf: 1882867 bytes, checksum: e5aa430f9c5d6bf26e8a7030c5b6398e (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva ([e-mail]) on 2016-07-28T20:16:49Z (GMT) No. of bitstreams: 1 KalineSoaresDeOliveira_DISSERT.pdf: 1882867 bytes, checksum: e5aa430f9c5d6bf26e8a7030c5b6398e (MD5) === Made available in DSpace on 2016-07-28T20:16:49Z (GMT). No. of bitstreams: 1 KalineSoaresDeOliveira_DISSERT.pdf: 1882867 bytes, checksum: e5aa430f9c5d6bf26e8a7030c5b6398e (MD5) Previous issue date: 2015-07-31 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) === Estudos e reflex?es sobre as tend?ncias atuais no ensino de ci?ncias mostram a import?ncia de incorporar na pr?tica docente, atividades com uma abordagem investigativa, problematizadora e que permitam aos educandos compreender e aplicar conceitos e fen?menos cient?ficos. Nesta perspectiva, a forma??o do professor ? essencial para efetivar a pr?tica dessa abordagem em sala de aula. Diante disso, a presente pesquisa tem como objetivo contribuir com a forma??o de professores de ci?ncias do ensino b?sico no uso da abordagem do ensino por investiga??o, com vistas ? supera??o de obst?culos e a realiza??o de mudan?as na pr?tica pedag?gica. Para tanto, foi realizada uma pesquisa qualitativa com professores de ci?ncias da rede municipal de ensino de Natal/RN, que participaram do curso de forma??o sobre o ensino por investiga??o no ano de 2012, atrav?s do projeto intitulado Em Busca de Novos Talentos para a Ci?ncia: uma interven??o no ensino p?blico. Para a obten??o dos dados foi feita a aplica??o de question?rio, entrevistas semiestruturadas, grupo de estudos, registros escritos e a observa??o participante. Os resultados evidenciaram que o ensino com uma abordagem investigativa, ainda est? pouco presente na pr?tica pedag?gica dos professores que participaram do primeiro curso de forma??o - Novos Talentos bem como a exist?ncia de algumas concep??es equivocadas sobre essa estrat?gia de ensino quanto ? rela??o feita ao m?todo cient?fico e a necessidade do uso da experimenta??o, al?m de dificuldades relacionadas ao planejamento das atividades para a aplica??o efetiva dessa abordagem. No que diz respeito aos professores que participaram do grupo de estudo durante essa pesquisa, constatamos que com a aproxima??o, a partir dos estudos e da viv?ncia, houve o alcance de maior abertura ?s mudan?as e consequente supera??o dos obst?culos para a pr?tica do ensino por investiga??o. Al?m disso, demonstraram novas perspectivas para o ensino de ci?ncias e a compreens?o de que o aprimoramento dessa estrat?gia did?tica ? consequ?ncia do fazer, tanto para o professor quanto para os alunos. === Studies and reflections about the current trends on teaching Science show us the importance of include in the teaching practice, activities with a investigative and problematic approach, that allow to the learners to understand and to apply concepts and phenomena scientifics. On this perspective, the teacher continuing education is essential to effect the practice of this approach in the classroom. Therefore, this research has as an objective to contribute with Science teacher continuing formation in the basic education, in the use of the investigative approach, with a view to overcoming obstacles and making change in pedagogical practice using this research elements. For this, a qualitative research with science teachers of basic schools in the city of Natal/ RN/ Brazil was held, who attended the training course on teaching by investigation in 2012, through the project entitled "Em Busca de Novos Talentos para a Ci?ncia: uma interven??o no ensino p?blico" (Searching New Talents for Science: an intervention in public education).The research was conducted in four stages: Diagnosis of the conceptions of education for research and incorporation into practice after the New Talents course; projection of the intervention, intervention and evaluation. To obtain the data it was made a questionnaire, semi-structured interviews, group studies, written records and participant observation. It was analyzed that the course had significant contributions to the participating teachers to promote the approach and the motivation for incorporation of the investigative approach in practice. The permanence of weaknesses related to the theoretical basis was found, the wear resistance, difficulty in planning activities and the change in practice, diagnosed the previous course of this research. It was also noticed certain lack of domain of teaching principles of investigation by the teachers, who despite being well understood in theory, reveal gaps in practice. Despite not having been exploited the full potential of investigative activity is apparent that the inclusion of activities with an investigative approach to science and biology classes is essential for an active, critical and reflective posture of the students as well as the interest in learning about science. It was demonstrated that intervention with moments of reflection, engagement, knowledge exchange, it was effective in overcoming difficulties identified at baseline as well as providing greater motivation to face the innovations and changes in education, suggesting an important format to considered in the course of continuing education. This is because the planning and replanning allow teachers to reflect and evaluate their practice, contributing to overcoming difficulties of teachers on a daily basis.