Teaching Sciences activity: representation of basic education pupils - NPI/UFPA / Atividade de ensino de ciências: representação de alunos do Ensino Fundamental-NPI/UFPA

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This study analyses social representations within the teaching of sciences to eighth elementary grade students, both males and females, at the Núcleo Pedagógico Intregrado/NPI - Escola de Aplicação de Educação Básica da Universidade Federal do Pará-Brasil. (Pedagogical Integrated Nucleus School of application Federal University of Pará - Brasil), years 2003/2004; it examines contents shared among students and it points to contributions from social representations to the process of teaching/learning of education for the sciences. The main source for the study is the theory of social representations, by Serge Moscovici (1961). Moscovici defines his theory as the set of concepts, propositions and explanations derived from every-day life and interpersonal communications. In our own society they are like myths and belief systems among traditional populations, or they may stay as a contemporary version for common sense. Furthermore, this research develops from the theory of the central nucleus as its is proposed by Abric and associates (1994) from there on: all elements in a representation are hierarchically ordered; they stay around a central nucleus based in one or several elements which give meaning to the representation. In order to build this research, informations were obtained from 119 students as members of four class groups, in the year 2004. A previous survey accurred. Its main goal was to identify their social representations as an answer to the question: Which are social representations about the ways for teaching/learning sciences within eighth grade students?. From that device it was possible to asses images and meanings related to the teaching/learning of sciences; the perception of natural/social environment comes out as a relevant one. Besides that, the understanding of the relationship between members of the whole takes human beings as a linking element. Social Representations (images and meanings) as they are perceived, suggest a set of positive and negative reactions that may help to improve classroom activities. Findings point to the possibility to reshape practical ways for community school actors like students and teachers as well. The author hopes the results of this research may be relevant to the improvement of goals for science education.

ASSUNTO(S)

ensino fundamental - brasil ciência - estudo e ensino (ensino fundamental) - brasil elementary education - brazil teaching/learning of science representação social activities within the process ensino de ciências atividade de ensino de ciências educacao social representations for teaching/learning sciences

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