A formação de professoras para o ensino de ciencias nas series iniciais : analise dos efeitos de uma proposta inovadora / The formation of teachers for teaching Sciences in elementary school : analysis of the effects of an innovative proposal

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

29/01/2010

RESUMO

The research objective is to analyze the effects caused by an innovative proposal of formation in services, for the conceptions and practices declared by the polyvalent professors who teach Science in the elementary school. The professors who participated in the research studied Education at Unicamp, thanks to an agreement between the University and the Municipal government of the metropolitan region of Campinas. This major had the subject "Education Theory and Production in Sciences and Environment," which taught an innovative curriculum of Science to the elementary grades, and the new curriculum was also beneficial to teacher´s formation. Also, researched were the conceptions and practices that declared the teaching of Science to the first grades involving thirteen student-teachers. This study was done in one of the classes operating in the first semester of 2006. The data was collected at the beginning, during, and at the end of the course. The data involved a series of questionnaires, essays, class observations and interviews. Therefore the method of research can be defined as a case study. The referenced curriculum was adopted based on two big strands. The first is the historical development of the curriculum model for the Science Education. The second strand is contemporary tendencies of the teachers´ formation. The analysis of the data obtained was based on three major categories; defined a priori originated from seven key ideas approached by the subject itself. The ideas are: 1. Science as a human activity. 2. Integrated environment in continuous and permanent transformation. 3. Teaching with emphasis on the student. As a reference of an analysis it was utilized techniques of "content analysis" based on ´Bardin, the results were analyzed and showed that in the beginning of the subject, the teachers´ group researched had conceptions and practices declared about Science Education that were more advanced than it was expected. These conceptions seem to have come from the municipal teaching system in which they worked with and this system has its own, innovative curriculum. The system invested in the formation of service, working in a group and somehow supportive, innovative ways of education. It was also found that most of the teachers seemed to have comprehended the key ideas in the subject, as well as the proposal in the teachers formation and the coherency with the guidelines that advocate the Science Education system. Even though the course has promoted changes in the teaching practices, the lack of previous knowledge in specific content of sciences and in the small subject time available were the major factors that made harder to learn some more abroad teachings of the ideas focused on by the course. At the end of the course the teachers were confused by some of the concepts covered along the way, once that they seemed to be in the process of conceptual evolution. The key ideas, the first and third were the ones with the most impact according to the teachers. Idea number 2 had less of an impact because it depended on a better knowledge of Science. In the final conclusions, it is suggested this system be implemented to new subjects for the Education major. They will teach specific contents in an integrated way which should put together Education theory with teaching practices. In the specific contents, searching for a parallel in which will be taught in the elementary school but with a deeper approach.

ASSUNTO(S)

formação de professores ensino de ciencias ensino das series iniciais curriculos inovações pedagogicas teaching formation science education elementary school curriculum pedagogical innovations

ACESSO AO ARTIGO

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