Repositório RCAAP

Considering that Social Representations can be understood as collective conceptions, in this paper, in the fundamentals of the KVP model, which consider there is a relation between scientific knowledge, social values and practices, to analyze the undergraduates' conceptions about three areas: epistemology of Science, teaching and learning and teaching practices. Have been investigated freshman and students that completed a Physics Theachers Education Course, using 81 structured assertions on the Likert scale. The responses were statistically organized into 19 previously formulated indicators, divided into three areas of investigation. For freshmen, epistemological conceptions focused on empiricism-inductivism and an acceptance of contradictory pedagogical models were identified. On the other hand, students that completed the course provade a epistemology partly focused on realism, and a hegemonic profile towards the sociointeracionism, accompanied by some divergences in respect for other profiles. These results indicate that a Physics Theachers Education Course structured in teaching professionalization can contribute to an approximation of the reified universe knowledges.

This paper approaches Biotechnology with focus in the relationship between Science, Technology, Society and Environment in the context of basic education. The goal was to understand how this approach contributes to the elaboration of critical positioning by the students of a professionalizing course in Environment, from the discursive interactions produced during the development of a unit involving the misuse and disposal of medicines. Pedagogical strategies were based on activities such as conversation circles, seminars and debates. For the data constitution, Discursive Textual Analysis was used, resulting in the construction of categories associated with the problematization about the use and disposal of medicines, solution of the pointed problems and alternatives to the use of medicines. As a result, it is noteworthy that the students presented: evidence of awareness about the improper intake of drugs; critical position in relation to science and technology; prospects for solutions to problems associated with inappropriate drug disposal.

The importance of the History of Science (HS) approach in science teaching has been gaining prominence in research for some decades; however, there is a need for teacher training on the subject. In order to overcome this deficit, a meeting of teacher continuous training was held with 18 teachers from a Teaching Board of the interior of São Paulo, with the theme “DNA, a molecule of heredity”. The present work aims to analyze this encounter through the participant teachers' conceptions about HS, with emphasis on the historical episode of the proposal of the DNA molecule model and its relations with teaching. For this, a qualitative research was conducted, with data collection through questionnaires and filming of the meeting. The results showed that teachers did not study or studied HS very superficially on this theme during their undergraduate course, they evaluated the approach of the theme in the teaching material used by them as insufficient and consider that the meeting of teacher continuous training brought important elements that will contribute to their practice pedagogical.

This article aims to present and discuss a State of the Art of the Evaluation Areas (Education and Teaching) from stricto sensu postgraduate programs and courses from the Coordination of Improvement of Higher Education Personnel (Capes), in which academic research on Mathematical Modelling (from 1979 to 2015) are presented. The study was supported by qualitative, descriptive and bibliographical research, as well as by the theory based on data collection, running procedures of data source registration and collection, using dissertations and theses, besides the research in the Sucupira Platform, in programs and in libraries. It was considered that the Education Area is the forerunner in the field of Mathematics Education, in which efforts have been made since 1979 to transform the settings of Math teaching and the Teaching Area, which is new in the scientific field, and it is marked by several investments that have been made since 2004 in research involving this subject. In view of this background, two hundred and sixty one dissertations and theses are presented here, which contribute to the maturity of this subject in the scientific field and to mathematical learning.

Researchers in Science Education have indicated the possibility of developing critical education since childhood. In this sense, the theoretical-methodological contributions of Paulo Freire's pedagogy, of Enrique Dussel's philosophy and Manuel Patrício's axiological praxiology were used to investigate the perception of Early Childhood teachers about the importance of playing in educational practices that promote important values ​​to children awareness of students in Science Education. The information obtained from interviews with two teachers and from the researchers' diaries were analyzed using Textual Discursive Analysis, based on the categories: Axiological aspects of playing based on knowledge of Natural Sciences; Values ​​in humanizing educational practices in Science Education for children. Important ethical, epistemological, hedonistic and aesthetic values ​​in the students' humanization process were identified in activities that involved play, indicating that the axiological and epistemological dimensions are inseparable in the science teaching-learning process.

This work analyzed the main themes and distribution according to the geographic regions and institutions of origin of dissertations and theses written on experimentation in chemistry teaching in Brazil, in Graduate Programs linked to the areas of Teaching, Education and Chemistry from the Coordination for the Improvement of Higher Education Personnel (CAPES), defended from 2004 to 2013. We identified 122 dissertations and 21 theses, in which the most investigated themes were experimentation as a didactic strategy (58.3%), majoring or not in the construction of chemical knowledge; and experimentation with teaching materials (20.2%), including textbook analysis and teaching materials development and application. Fewer works have addressed experimentation in continuing (13.1%) and initial teacher (7.1%) education, and experimentation in curricula and programs (4.8%).

The textbook is an important material for students of Basic Education as a reference source and to the teachers as a pedagogical support. This study had the objective of evaluating, in the socio-environmental scope, the approach the concepts related to Chondrichthyes, available in nine textbooks of high school Biology, approved by the National Textbook Program (PNLD 2015). It's used a qualitative methodology, criteria established by the PNLD 2015 and the National Curriculum Guidelines for Environmental Education as a parameter to evaluate the socio-environmental approaches. It was observed the absence of a critical-reflective approach on the relation among sharks-environment-humans. There was a negative view attributed to sharks by the incidents of attacks on humans. There is a need to discuss the socio-environmental situation of Chondrichthyes, the role of these organisms in the trophic regulation of the oceans and contextualize it directly to habitat loss problem and finning, abandoning the point of view anthropocentric and utilitarian still found in some high school books.

In 1686, Bernard de Fontenelle wrote the book titled Conversations on the Plurality of Worlds. This book was written from a dialogue between a philosopher and a marquise with the proposal to publicize the Copernican system of the world and the vortices of Descartes to the general public. The historical study of this book led us to develop a survey to answer the question: what question about the female participation in the process of the construction of the science could arise in Physics classes from the Conversations on the Plurality of Worlds? The results of the qualitative empirical research developed in physics classes of a public school indicate that the students highlighted in their speeches that the role of men and women in science and society are culturally and historically constructed, and the scientific space was built as male territory.

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Approximations between Statistical Education and transdisciplinary studies, existing in teaching practices, in the final years of elementary school constituted the objects of research, seeking to describe and analyze them. Thus, the study question was: how do transdisciplinary elements and conceptions of Statistical Education articulate in teaching practices in the final years of elementary school? It was noticed that subjects related to transdisciplinary elements in teaching practices tend to be secondary, as well as the omission of indicators from transdisciplinarity produced under these conditions. Data analysis was based on the assumptions and procedures of Discursive Textual Analysis, and characterizes a qualitative, analytical and comprehensive approach. From the responses of the episodic interview of two teachers, it is noted that there are links between the indicators of transdisciplinarity and teaching practices that permeate the professional dimension and achieve a transdisciplinary attitudes that can occur through indicators named as respect for the other and cooperation.

We investigated the experience of five groups of teenagers when visiting the Science, Technology and Innovation Fair of the State of Rio de Janeiro (FECTI), with the aim of analyzing the dynamics of visitors in this space, in particular, how they interacted with exhibitors, exhibition objects and among them. Data collection was performed with subjective cameras attached to one adolescent per group and the videos were analyzed with a research protocol that allows the most frequent types of conversations and interactions to be revealed during the visit. We identified that, on the one hand, visitors performed a participatory appropriation of the science fair, choosing and negotiating scientific themes of interest from previous experiences and knowledge about the group and involving creative efforts to understand, contribute and integrate with the dynamics of the fair; on the other hand, there were few cases in which it was possible to identify conversations in which they were engaged in science content in their relationship with exhibitors. These results can be an indicator of the need to think about other dynamics and formats of science fairs to integrate the visitors.

This work aims to analyze the understanding of science teachers about the approach of topics in class related to context problems, especially the pesticide theme. This research is qualitative and the instruments used were questionnaires and semi-structured interviews. aiscursive textual analysis was used as an analytical procedure. The results allow us to argue that the teachers participating in the research are linked to a conceptual pedagogical practice, emphasizing the need to comply with the traditional curriculum. Nevertheless, it was possible to perceive that somehow issues of context are part of the approach performed by teachers, even if pedagogical practices are distant from a critical understanding of reality.

We highlight the results of a research, under development, linked to the actions of a scientific initiation work plan, with funding from FAPESP, whose objective is to understand how Mathematics is approached in the initial training of teachers in Pedagogy courses in the State of São Paulo (SP) of Federal and State Public Institutions. For this purpose, in this article, we brought to the dialogue partial data from the investigative process, the results of which, supported by a qualitative research of a descriptive-analytical character, reveal that the training practices are linked to the field of pedagogical knowledge, that is, to the "how" if teaching, specifically discussing more aspects of teaching methodology than specific knowledge of mathematical content. In view of the results, the analysis of the menus highlighted here raises the need for a greater articulation between the recommendations of Mathematical Education, the curricular knowledge of the content present in schools, as well as the culture of teaching work.

We investigated how Chemistry preservice teachers used Nature of Science (NOS) knowledge in a functional way in the analysis of scientific claims related to a contemporary case about Genetically Modified Organisms. We adopted as items of analysis the dimensions of the reliability of scientific claims proposed by Allchin (2011). We developed criteria to judge the functionality of the analysis: (a) scientific claims and practices related to them were critically examined, avoiding the presentation of hasty conclusions; (b) the available scientific data were used to support the position with evidence and (c) mere statements of aspects of NOS were avoided. The analysis explored the preservice teacher’s knowledge of NOS in addition to the declarative dimension, because we identified the consistency of use with the justification established by the preservice teachers in positioning. In this sense, we believe that the article presents contributions to the field by making the possible criteria’s of analysis clears in the perspective pointed out by Allchin.

The insertion of History and Philosophy of Science in Science Education is central because it leads to the Nature of Science (NOS). This debate could be enriched by a theoretical framework for the interpretation of reality. We adopt the Historical-dialectical materialism to analyze the Nicolas Leblanc’s case and soda production to investigate about NOS. The historical synthesis was elaborated by analyzing the object particularity considering it as mediations between universal and singular facts insert in the historical-social totality. We analyzed the relationship between chemistry and industry in the eighteenth century and, beyond the common ideas about NOS, we demonstrated the dynamics between artisanal and industrial knowledge and the multiple relationships between science and social and natural aspects. The episode shows how science is both determinant and determined by social practice.

The scenario of the implementation of the Integrative and Complementary Practices (PICs) in the Unified Health System caused negative reactions on the part of scientific and professional institutions. We sought, in the present study, to understand how the Science Education literature has dealt with the topic of PICs from four guiding questions: a) Is the topic of PICs addressed in the literature on Science Education? b) Is the controversy between the biomedical model and the complementary-integrative model reflected in the productions of the area? C) Are epistemological foundations for PICs discussed? D) Are there didactical proposals that explicitly address PICs? If so, what are they? For this, a literature review was performed and 75 articles on the subject were analyzed. In the analysis, the articles were separated into five categories (implementation, perception, teaching, epistemological considerations, historiography), according to their approach.

This article aims to investigate the extent to which the perspective of human formation was included in the Enade Mathematics. For this, we made a study of the Reference Matrices and the items of the exam that were applied in the years 2005, 2008, 2011, 2014 and 2017. As a method, we used the bibliographic and documentary survey and, as an analytical procedure, we used content analysis. The study revealed that Enade has included, even timidly, themes from the perspective of human formation in exams. However, it is noteworthy that not all the themes proposed in the Reference Matrices were included in the items. We also verified that the themes accompanied the social problems, as they address relevant issues. Finally, aiming at the future of Enade, we highlight that the exclusions given by Ordinance nº 518 of May 31, 2019, which demonstrates a conservatism with progressive themes.

The research aimed to analyze the contributions of an error treatment strategy to the strengthening of students' self-efficacy beliefs. It was implemented at the time reserved for meetings to recover studies from the first year of high school classes at the College of Application of the Federal University of Santa Catarina. We used audio and video recording of the meetings as instruments of data collection, in addition to interviews conducted at the end of the implementations. The analysis of the meetings showed that the strategy promoted several opportunities for mastery experiences, vicarious experiences, social persuasion and physiological and emotional states, which are valuable for strengthening students' self-efficacy beliefs. Through interviews, in which students were confronted with their productions and reflected on the individual and group actions to which they belonged, we explored evidence that opportunities are assessed and impact on self-efficacy.

This investigation searched for elucidations regarding the question: which metacognitive elements reveal themselves as recipients when academics draw on the journals as learning tools? Pedagogical situations are evaluated as triggers of metacognitive thinking based on the analysis of the presence of metacognition on weekly records on learning journals produced by eight Physics academics. This way, the reflexive levels of the journals, confronting the expressivity of each metacognitive element present in the texts are identified. The results infer a metacognitive potentiality in the journals, even though this reflection hasn’t covered the six elements of metacognitive thinking. The investigation suggests that to contemplate metacognitive remembrance in its fullness, guidance is necessary, in order to overcome the spontaneity of the process in each individual.