Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science

Caracterização da área de Ensino de Biologia e Ciências no mestrado profissional da UFRN a partir das dissertações

The deployment of master professionals in Mathematics and Science Teaching by CAPES provided an interesting perspective, involving institutional incentive to upgrade teacher training in this modality. In this sense, the objective was to map the profile of the candidates in the Graduate School of Natural Sciences and Mathematics UFRN (PPGECNM), develop a database with specific descriptors for dissertations and research the group creation biology research and dissertations produced by graduate students in the Master course. This thesis has three threads, where the first is entitled: "The teaching of science as part of research: emergency, improvement and current reflections", giving a brief description of the creation of graduate studies and the emergence of Brazil in Science education. The second topic: "Professional Masters in Teaching of Natural Sciences and Mathematics-UFRN: candidate profile the biological ', shows the general characteristics of PPGECNM-UFRN and who are the candidates seeking the biological area of the Graduate Program. The third topic. "The construction and consolidation of the research group in biology education in PPGECNM-UFRN", a survey was made of data on the creation of the research group in biology education from the analysis of academic productions of teachers and masters graduates this Masters course, for those involved, some additional interviews about the experience in training in biology education. Data used in these investigations related to these students correspond to the technical product to be used in other studies profile teachers /dissertations from the PPGECNM / UFRN. Research shows that: the existence of a larger number of postgraduate courses in the field of Science Education provides greater productivity in academic research on the subject, the emergence of a research group on education in biology, tied to a post degree in education, is an attraction to strengthen lines of research in science education by teachers researchers in other disciplines, the candidates seeking permanent area for research in biology education signals the importance of this investment because if shows the need to search for the continuing education of practicing teachers, demands with interests in investigations from real problems from school

O mestrado profissional na área de ensino de Ciências e Matemática: alguns esclarecimentos

This paper, elaborated from documents created and used in the last years by the commissions and coordinations of the Science and Mathematics Teaching CAPES/MEC (Coordination of Improvement of Higher Education Personnel/Ministry of Education) Area, brings some explanations regarding the professional master’s degree in Science and Mathematics Teaching. This kind of master’s program is an innovation in Brazil and may contribute significantly to the improvement of science and mathematics teaching in the country. It may also stimulate the development of similar proposals in other Latin-American countries.

A educação alimentar no ensino de ciências : o caso das dietas alimentares

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissional em Ensino de Ciências, 2016.

O ensino por investigação: construindo possibilidades na formação continuada do professor de ciências a partir da ação-reflexão

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 Ciência: uma intervenção no ensino público" (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.

O ensino por investigação: construindo possibilidades na formação continuada do professor de ciências a partir da ação-reflexão

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 Ciência: uma intervenção no ensino público" (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.

Formação continuada a distância para o professor de Ciências Naturais do Ensino Fundamental : educação em Geologia

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissional em Ensino de Ciências, 2016.

Simetria no ensino fundamental através da resolução de problemas: possibilidades para um trabalho em sala de aula

This paper presents an alternative way of working with the theme of symmetry in the elementary school classroom. The proposal is based on qualitative research developed in the Professional Masters degree program in Science and Mathematics Teaching. We conducted field-work consisting of applying a sequence of activities for students in the seventh grade. The sequence was developed from the perspective of mathematics teaching using problem solving, taking into consideration aspects relevant to the study of geometry, such as intuition and visualization. In carrying out the activities, the dialogues between students and teacher were recorded and later transcribed. For data analysis we used the procedures of phenomenology. When interpreting the data, we observed that the teaching of symmetry using problem-solving enhances learning. We also found that, in an investigative environment, students are able to identify properties, argue about the geometric characteristics, and justify their opinions.

O laboratório de ensino de matemática temático centrado nos instrumentos de navegação: uma proposta para o IFRN de Mossoró-RN

This work presents a proposal to build a Mathematics Teaching Laboratory (MTL) whose main theme is the study, construction and use of instruments for navigation and location of mathematical content in an interdisciplinary way approach, and develop a notebook of activities focused on navigational instruments. For this it was necessary a literature review to understand the different conceptions of MTL and its pedagogical implications. The methodology used was literature research, construction and handling of instruments, and pedagogical experimentation. Lorenzato (2006) highlights the importance of an environment and suitable for a professional who can do a good job instruments. The implementation of an LEM can find some obstacles. The lack of support from other teachers or the management, the lack of a suitable place to store the materials produced, the lack of time in the workload of the teacher to prepare the lab activity, etc. Even in unfavorable or adverse conditions, according Lorenzato (2006), its implementation will benefit teachers and students. The lack of teacher training in their initial and continuing education, to use materials, and the lack of manuals with lab activities are also mentioned as factors that keep teachers from MTL. With propóposito assist the teacher of elementary or middle school in building a theme MTL prepared and we are providing a notebook of activities that provides a didactic sequence involving History and Mathematics. The book consists of four accompanied by suggestions for teachers activities, however the teacher has full autonomy to adapt the activities to the reality of your school. Among the instruments of navigation presented in this study chose to build the quadrant due to its simplicity, low cost of material and great teaching potential that this instrument has. But a theme lab is always being built and rebuilt as it is a research environment

Uso pedagógico do ábaco romano para ensino do algoritmo de multiplicação

This dissertation describes the construction of a alternative didactic incorporating a historical approach with the use of the Roman abacus for teaching multiplication to students of 2nd year of elementary school, through activities ranging from the representation of numbers to multiplying with the Roman abacus, for learning the multiplication algorithm. Qualitative research was used as a methodological approach since the research object fits the goals of this research mode. Concerning the procedures, the research can be seen as a teaching experiment developed within the school environment. The instruments used for data collection were: observation, logbook, questionnaires, interviews and document analysis. The processing and analysis of data collected through the activities were classified and quantified in tables for easy viewing, interpretation, understanding, analysis of data and then transposed to charts. The analysis confirmed the research objectives and contributed to indicate the pedagogical use of the Roman abacus for teaching multiplication algorithm through several activities. Thus, it can be considered that this educational product will have important contributions for the teaching of this mathematical content, in Basic Education, particularly regarding to the multiplication process

Abordando o sono no ensino médio: proposta de unidade didática contextualizada com o tema saúde

Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

Elaboração de uma unidade de ensino potencialmente significativa em Química para abordar a temática água

The evidence of the water theme in news reports is configured as an important topic of interest to contextualize, problematize and/or generate meaning in the midst of discussion of a content from different levels of education and/or disciplines of basic education. The possibilities to use this theme in classroom is also highlighted in Brazilian official documents that guide the practice of teachers of all Brazilian curricular components of this educational level. So, the theme water can be used as subsidy to teach chemistry, since contextualises the teaching of this discipline aiding in the discussion of different chemical concepts. In this perspective, the meaningful learning theory, developed by David Ausubel, has constructivist nature and says that an individual learns significantly when he can relate new information with a specific knowledge structure that integrates the prior knowledge of its structure. In this sense, the use of water as a theme for the approach prior knowledge of chemical concepts has already been characterized as an important topic that can give meaning to the content of education in chemistry. In this dissertation, a teaching unit potentially significant (TUPS) is presented based on meaningful learning theory of David Ausubel approaching the theme water. approaching the theme water. The unit was used in a class of thirty-five students of the 2nd year of high school, a public school in the city of Extremoz-RN, metropolitan region of Natal / RN. Through it was possible to discuss an issue of interest to students of the school to address the chemical contents, such as solutions, physicochemical aspects and stages of water treatment. At first, an initial questionnaire was used to identify the students' previous ideas on the topic under study to the concept of chemical solutions. It was subsequently developed and implemented a series of activities based on students' ideas. To subsidize the sequence, it was prepared four booklets that worked the content of chemical solutions, contextualizing the theme water. The results of this work showed that the alternative conceptions that students have about concepts related to the chemical solutions are similar to the ideas of other students presented in the literature and that the development of the TUPS, allied to the contextualization strategy with the theme water, not only motivated the students for the teaching of chemical content, as yet provided the learning of chemical concepts not in isolation, but making a connection between their ideas and experiences with scientific knowledge. To this, beyond of dialogued lectures, were also used strategies as experimental activities, problem solving, group discussions and construction of concept maps. The final evaluation of the unit was conducted by a questionnaire based on the Likert scale, answered individually by students, who approved the unit as conducive to teaching and learning of chemistry process

Um estudo sobre o ensino de evaporação no contexto ciência, tecnologia e sociedade

The scope of this Dissertation is propose the teaching of the evaporation based on the approach Science, Technology and Society (STS) because we believe that this type of approach is able to provide students with a more critical and conscious learning about science. Moreover, with this search, it´s possible to show for students the importance of role to play for them as citizens in decision making aimed to benefit all who are part of the community to which they belong. From this perspective, broached the theme evaporation in a region characterized by constant lack of water for consumption, the municipality of Santa Cruz/RN because, despite the creation of dams to regulate the flow of rivers and increase the availability of water during periods of scarcity, we know that these reservoirs have a large free liquid surface allowing high water loss by evaporation. Thus, evaporation affects the performance of reservoirs for water supply and irrigation, being a phenomenon of particular interest to study. To this end, a questionnaire in order to identify students' preconceptions on the subject was applied. Was then prepared and conducted a workshop geared toward students majoring in Physics Campus Santa Cruz, Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). The completion of the workshop served as a space for discussion of the topic within the context of the municipality of Santa Cruz/RN. As a product, we suggest to physics teachers a guide with recommendations to be taken into account when they teach this subject

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Construção e avaliação de uma unidade de ensino potencialmente significativa para o conteúdo de termoquímica

Nos dias atuais, oferecer uma educação para o exercício da cidadania é função primordial das políticas públicas educacionais, conforme estabelece a constituição brasileira e a legislação de ensino. Essa função vem sendo defendida por muitos professores no Ensino Médio, atribuindo-se a disciplina de Química o papel de proporcionar um ensino crítico, participativo, reflexivo e humano. Segundo os documentos oficiais brasileiros para o Ensino de Química, o estudo do conceito de energia deve favorecer o desenvolvimento de competências para que o aluno compreenda a produção e o seu uso em diferentes fenômenos e possam interpretá-los de acordo com modelos explicativos, além de saber avaliar e julgar os benefícios e riscos da produção e do uso de diferentes formas de energia nos sistemas naturais construídos pelo homem, articulando com outras áreas de conhecimento na procura de promover a interdisciplinaridade. As unidades de ensino potencialmente significativas (UEPS), tomam como base um conjunto de teorias de aprendizagem que tem o intuito de promover um ensino com base na aprendizagem significativa e podem ajudar os estudantes nas diferentes relações que um conceito pode ter. Neste sentido, o estudo do conceito da energia a partir do trabalho com UEPS, pode ser uma importante proposta que favorece um ensino de Química na perspectiva construtivista. Assim, o objetivo deste trabalho é construir e avaliar uma proposta didática para o conteúdo de termoquímica na perspectiva das unidades de ensino potencialmente significativas de Moreira com alunos do Ensino Médio de uma escola pública do Município de Campina Grande-PB. Inicialmente a UEPS foi avaliada por 22 professores em formação inicial de duas instituições públicas de ensino superior. Em seguida, ela foi aplicada para 15 alunos do 2° ano da Escola Estadual de Ensino Médio Prof. Raul Córdula, localizada na cidade de Campina Grande-PB. A coleta dos dados para os professores em formação inicial teve como base um instrumento de validação de elaboração de unidades didáticas baseada na Engenharia Didática proposta por Artigue (1996 apud Guimarães e Giordan, 2011). Já para os alunos do ensino médio, os dados foram coletados no decorrer da UEPS e a avaliação final sobre a proposta didática ocorreu através de um questionário tomando como base a escala de Likert e o uso de mapas conceituais. Para a descrição dos dados, foram utilizados os pressupostos da análise de conteúdo de Bardin. Como produto educacional foi elaborado a Unidade de Ensino Potencialmente Significativa e um DVD contendo orientações de como trabalhar com a proposta. Os resultados deste trabalho apontam uma avaliação positiva quanto à proposta de ensino elaborada para a Educação Básica, onde se observa através do instrumento de validação aplicado, que a maioria das respostas atribuídas pelos professores, ficou entre os itens suficiente e mais que suficiente. Em relação aos momentos de aprendizagem dos alunos do Ensino Médio durante a aplicação da UEPS, foi possível observar que a proposta gerou motivação no processo de ensino e aprendizagem dos conceitos da termoquímica, como também se percebe que os mapas conceituais apresentados pelos alunos apresentaram mais proposições conceituais em uma segunda tentativa de elaboração, logo a proposta de ensino foi aprovada por mais de 90 % dos estudantes do nível médio. Portanto fica evidente que a proposta didática contribuiu no processo de ensino aprendizagem, despertando interesse e motivação nos estudantes pelo conteúdo de Termoquímica.