Processo de reflexão orientada na formação de professores dos anos iniciais : concepções e práticas sobre o ensino de ciências
Type
conferenceObject
Identifier
SILVA, Aparecida ; MARCONDES, Eunice ; PAIXÃO, Fátima (2015) - Processo de reflexão orientada na formação de professores dos anos iniciais : concepções e práticas sobre o ensino de ciências. In Encontro Nacional de Educação em Ciências, 16, Lisboa, 10-12 de Setembro – Ciência como Cultura : atas. Lisboa : Instituto de Educação da Universidade de Lisboa. p. 547-551.
Title
Processo de reflexão orientada na formação de professores dos anos iniciais : concepções e práticas sobre o ensino de ciências
Subject
Formação de professores
Processo de reflexão orientada
Ensino de ciências
Desenvolvimento profissional do professor
Teachers training
Process of oriented reflection
Science teaching
Teacher professional development
Processo de reflexão orientada
Ensino de ciências
Desenvolvimento profissional do professor
Teachers training
Process of oriented reflection
Science teaching
Teacher professional development
Date
2016-09-08T10:20:19Z
2016-09-08T10:20:19Z
2015
2016-09-08T10:20:19Z
2015
Description
Esta investigação, de natureza qualitativa, visou conhecer as concepções e práticas de
professores dos anos iniciais sobre o ensino de ciências e promover reflexões sobre tal ensino. O trabalho teve como base o Processo de Reflexão Orientada, uma estratégia para o
desenvolvimento profissional a partir do enfoque de questões da prática docente. As questões de investigação foram: Como professores dos anos iniciais concebem, refletem, planejam e realizam o ensino de Ciências? Como refletem e realizam o ensino de Ciências a partir de um Processo de Reflexão Orientada? E, como a partir de um Processo de Reflexão Orientada para professores dos anos iniciais do Ensino Fundamental avaliam o seu próprio desenvolvimento profissional? Os dados foram obtidos a partir de questionários, entrevistas, planejamentos escritos e de vídeogravações dos encontros e de aulas ministradas. Sequências de ensino foram planejadas e discutidas, novas reflexões foram realizadas e reelaborações foram propostas. As aulas desenvolvidas evidenciaram um progresso de Lívia com relação à participação dos alunos, com a proposição de uma situação-problema, da consideração das ideias prévias dos alunos, embora apresentasse ainda dificuldades em promover uma discussão orientada, que pudesse favorecer a argumentação dos alunos e a compreensão do fenômeno. Já, nas aulas de Roberta observaram-se atividades que privilegiaram a participação dos alunos. O processo de reflexão orientada mostrou ser uma estratégia importante para o desenvolvimento profissional dessas professoras, possibilitando reflexões significativas sobre a própria prática, bem como a tomada de consciência
de uma nova sistematização das ações docentes.
This research aimed to identify the conceptions and practices held by primary teachers about science teaching and to promote reflections on such teaching. The work was based on the Process of Oriented Reflection, a strategy for professional development based on teaching practice issues. The research questions were: How the primary teachers conceive, reflect, plan and carry out the teaching of science? How they reflect and plan science teaching taking into account the Process of Oriented Reflection? And how these teachers evaluate their own professional development? Questionnaires, interviews, written plans and video recordings of meetings and classroom lessons provided data. Data analysis was made by content analysis. These plans were analyzed according to an investigative leveI. The sequences were discussed, modifications have been proposed, and the sequences were applied to their pupils. Livia was able to encourage the participation of students, by the proposition of a problem, the consideration of previous ideas of students. She still presented difficulty to promote a guided discussion, which could favor the argument of students to understand the phenomenon. Already, in Roberta classes there were activities that favored the participation of students. The guided reflection process was an important strategy for the professional development of these teachers, enabling significant reflections on their own practice as well as the awareness of possibilities of teaching actions, in order to promote science teaching guided by an investigative approach.
This research aimed to identify the conceptions and practices held by primary teachers about science teaching and to promote reflections on such teaching. The work was based on the Process of Oriented Reflection, a strategy for professional development based on teaching practice issues. The research questions were: How the primary teachers conceive, reflect, plan and carry out the teaching of science? How they reflect and plan science teaching taking into account the Process of Oriented Reflection? And how these teachers evaluate their own professional development? Questionnaires, interviews, written plans and video recordings of meetings and classroom lessons provided data. Data analysis was made by content analysis. These plans were analyzed according to an investigative leveI. The sequences were discussed, modifications have been proposed, and the sequences were applied to their pupils. Livia was able to encourage the participation of students, by the proposition of a problem, the consideration of previous ideas of students. She still presented difficulty to promote a guided discussion, which could favor the argument of students to understand the phenomenon. Already, in Roberta classes there were activities that favored the participation of students. The guided reflection process was an important strategy for the professional development of these teachers, enabling significant reflections on their own practice as well as the awareness of possibilities of teaching actions, in order to promote science teaching guided by an investigative approach.
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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