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Publication
Conhecimento especializado do professor para ensinar ciências
| Name: | Description: | Size: | Format: | |
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| 438.37 KB | Adobe PDF |
Advisor(s)
Abstract(s)
A partir dos trabalhos de Shulman (1986, 1987) vários investigadores estudaram sobre
o conhecimento do professor para ensinar ciências (Van Driel et al., 1998; Magnusson
et al., 1999; Abd-El-Khalick e Lederman, 2000; Van Dijk e Kattmann, 2007; Park e Oliver,
2008). Também com este estudo se pretende contribuir para essa melhoria mas
principalmente ajudar a definir prioridades na organização dos programas dos cursos
de formação de professores. Assim, adaptamos o modelo do conhecimento
especializado do professor de matemática de Carrillo et al. (2013).
Após desenvolvida a investigação teremos resposta a três questões de investigação: a)
Que conhecimentos apresenta um professor para ensinar ciências naturais?; b) Como
se caracteriza esse conhecimento tendo em conta o modelo do conhecimento para
ensinar matemática (Carrillo et al., 2013) e c) Como se adapta o modelo do
conhecimento para ensinar matemática de Carrillo et al. (2013) às ciências naturais.
Trata-se de uma investigação de cariz qualitativo e corresponde a um estudo de caso
instrumental (Stake, 1998). A recolha de informação foi efetuada por gravação em vídeo
de aulas dos 1º e 2º CEB, com a realização de entrevistas, análise dos planos de aula
e conversas informais.
As duas aulas analisadas até à data, de entre catorze no total, está a ser auxiliada com
o software N Vivo, para permitir gerir a informação recolhida da prática dos dois
professores.
From the work of Shulman (1986, 1987) several researchers have studied the specific knowledge of the teacher to teach science in order to better define and understand it (Van Driel et al, 1998); Magnusson et al., 1999; Abd-El-Khalick & Lederman, 2000; Van Dijk and Kattmann, 2007; Park & Oliver, 2008). With this study presentation we also aim to contribute to the understanding of that knowledge and, most of all promote and support priorities during the organization of the curriculum of teacher training courses. After all the research is complete we will have answered to three research questions: a) What knowledge has a teacher to teach natural science?; b) What are the characteristics of that knowledge in face of the model of knowledge for teaching mathematics (Carrillo et al., 2013) and c) How to adapt its the model of knowledge for teaching math (Carrillo et al., 2013) to the natural sciences? This research study fits in a qualitative methodology and corresponds to an instrumental case study (Stake, 1998). Data collection was performed by video recording in the context of the classroom in primary and elementary education, with interviews, analysis of lesson plans and conversations. At this time only two of the fourteen lessons were analyzed with the N Vivo software to support enable manage the evaluation of the information collected from the practice of two teachers.
From the work of Shulman (1986, 1987) several researchers have studied the specific knowledge of the teacher to teach science in order to better define and understand it (Van Driel et al, 1998); Magnusson et al., 1999; Abd-El-Khalick & Lederman, 2000; Van Dijk and Kattmann, 2007; Park & Oliver, 2008). With this study presentation we also aim to contribute to the understanding of that knowledge and, most of all promote and support priorities during the organization of the curriculum of teacher training courses. After all the research is complete we will have answered to three research questions: a) What knowledge has a teacher to teach natural science?; b) What are the characteristics of that knowledge in face of the model of knowledge for teaching mathematics (Carrillo et al., 2013) and c) How to adapt its the model of knowledge for teaching math (Carrillo et al., 2013) to the natural sciences? This research study fits in a qualitative methodology and corresponds to an instrumental case study (Stake, 1998). Data collection was performed by video recording in the context of the classroom in primary and elementary education, with interviews, analysis of lesson plans and conversations. At this time only two of the fourteen lessons were analyzed with the N Vivo software to support enable manage the evaluation of the information collected from the practice of two teachers.
Description
Keywords
Conhecimento especializado do professor Ensino Ciência Teacher specialised knowledge Teaching Science