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Dissertations |
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1
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JULYANA CARDOSO CARVALHO
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SOCIOCIENTHIC ISSUES: A METHODOLOGICAL APPROACH FOR INITIAL AND CONTINUED TRAINING OF TEACHERS OF NATURAL SCIENCES
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Advisor : JOSIVANIA MARISA DANTAS
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COMMITTEE MEMBERS :
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JOSIVANIA MARISA DANTAS
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MELQUESEDEQUE DA SILVA FREIRE
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ROZICLEIDE BEZERRA DE CARVALHO
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Data: May 23, 2019
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Show Abstract
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Reflecting on education goes beyond the discussion regarding the contents listed as specific for each school or academic level. In this respect, the Science-Technology-Society Education (STS) aims to scientifically literate citizens and emphasizes the need to think about attitudes and values that should be developed to citizen practice, in order to enable students to position themselves critically in the face of the phenomena that surround them. In this perspective, the studies that contemplate the STS relations in the world today in the levels of ethical reflection and in the new educational tendencies, consider the relevance of the Socioscientific Issues (SSI). These, in turn, when associated to the STS approach enable the learning of scientific, social and cultural meanings for the formation of science teachers. Considering these orientations, this work seeks to analyze how the construction of SSI can contribute to the initial and continuous formation of teachers of Natural Sciences. The methodological course included workshops aimed at initial and ongoing teacher training. Therefore, the present research has a qualitative nature and assumes the Participant Observation technique. The instruments for data collection were configured in: initial questionnaire, support material for the construction of SSI, evaluation material and field diaries. These procedures, according to the Content Analysis methodology, culminated in the elaboration of a priori categories for the analysis of the research data. As results of the Workshops, it was possible to identify little formal knowledge regarding the STS Field of Studies and its applicability to the Education area. Knowledge about this approach and the use of SSI enabled them to reflect on the Scientific and Technological Literacy of the student, as well as to work with critical positions. The promotion of these formative moments was evaluated as "necessary and relevant" by the undergraduates and teachers. Given the results, it is possible to consider that the success in the formation of the student body depends greatly on a teacher formation committed to the reflection of its practice, being this critical, conscious and liberating. The inclusion of SSI in this context has favored reflection on the social, political and ethical aspects involved in public affairs adjacent to scientific and technological progress.
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2
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JULIANNE GABRIELLE TAVARES DE MEDEIROS
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SCIENTIFIC EXPLANATIONS FROM A TEACHING STRATEGY BASED ON THE POE (FORECASTING, OBSERVATION AND EXPLANATION) IN CHEMICAL CLASSES
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Advisor : MARCIA GORETTE LIMA DA SILVA
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COMMITTEE MEMBERS :
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KÁTIA CALLIGARIS RODRIGUES
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MARCIA GORETTE LIMA DA SILVA
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MELQUESEDEQUE DA SILVA FREIRE
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Data: Jul 24, 2019
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Show Abstract
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Scientific explanation is considered an important ability to work in the field of science education not only by its presence in classrooms when working on the process for understanding contents, but also with the stimulation of other cognitive abilities. In considering as a skill to be developed in the context in the classroom, we propose in our study to investigate the use of the didactic strategy based on Forecast-Observation-Explanation (SOP), for the elaboration of scientific explanations in an experimental activity on the concept of density. The research was applied with students from a state public school of a first-year class of integrated technical safety course at the intermediate level. The data collection was done through audio and video recording of the classes, besides the records made by the students during the execution of the activity and the field diaries that served for the direct observations considered relevant. At the end of the intervention, which lasted approximately three meetings in which the first was a theoretical approach and the other two were experimental activities, we were able to perform some analysis of the oral discourse and the written responses by the student groups, from elements of the discursive textual analysis , in the light of the pragmatic illocutionary model of explanation and also supporting us in contributions that emerged during discussions in the study group Argumentation in Teaching of Sciences of the Federal University of Rio Grande do Norte. As results, we observed that the activity contributed to the incorporation of some explanatory elements by the students, although the students were not explicitly oriented on a structural model for this action. In addition, other important aspects were awakened, such as the interaction among students, questions, curiosities, where the negotiation involved in the activity provided the stimulus for reflection and greater commitment to solve the activity.
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3
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BRENDA COSTA DE OLIVEIRA GALVÃO
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METASCIENTIFIC CONTENTS FROM CHARLES DARWIN’S NOTEBOOKS (1809-1882)
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Advisor : ANDRE FERRER PINTO MARTINS
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COMMITTEE MEMBERS :
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ANDRE FERRER PINTO MARTINS
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IVANISE CORTEZ DE SOUSA GUIMARAES
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MARIA ELICE BRZEZINSKI PRESTES
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Data: Nov 25, 2019
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Show Abstract
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The literature in the area of science education manifests the concern to approach sciences beyond a body of information (scientific contents), discussing in the classroom, also, characteristics related to doing science, that is, how science is produced, validated and communicated, in addition to its epistemological particularities, that is, the knowledge about science (metascientific contents). In particular, the biological evolution educaton is still the scene of many obstacles and controversies, which involve teachers and students and are related with difficulties in addressing this issue. Some of these are related to the lack of understanding of concepts of the theory itself, as well as to poorly elaborated conceptions of the historical process of its production, among other aspects. Assuming that knowing about the contexts of production of the biological evolution theory contributes to developing more informed understandings of the epistemological nature, we investigate the field diaries of Charles Robert Darwin (1809-1882) in order to identify elements that may contribute to discussions of metascientific contents in evolution classes. The diaries were written during the voyage aboard the HMS Beagle (1831-1836) and have a high frequency of reports of observations and geological discussions. This material is available on the Darwin Online platform. From reading the diaries and Darwin's autobiography as primary sources, and the help of secondary sources, we were able to compose the scenarios of the episodes experienced by the young naturalist while writing in his notebooks. Elements with the potential to promote discussions about metascientific contents were identified, in particular, about observations, observations informed by theory, elaboration of hypotheses, ideas from the scientific community and scientist training. In our analysis, we seek dialogue between these elements and the “family resemblance” and “themes and issues” approaches of the nature of the sciences present in the literature of science teaching research area. In this way, we intend to contribute doubly to the teaching of evolution, both for an understanding of aspects of the theory itself, and for a more informed understanding of science and its development, both in basic education - particularly in high school - and in teachers training.
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4
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ELOISA MYRELA DE ARAÚJO NUNES
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A study on Recreational Mathematics and possibilities of use in mathematics teaching
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Advisor : BERNADETE BARBOSA MOREY
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COMMITTEE MEMBERS :
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ANA CAROLINA COSTA PEREIRA
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BERNADETE BARBOSA MOREY
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SEVERINO CARLOS GOMES
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Data: Nov 28, 2019
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Show Abstract
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In this study about Recreational Mathematics, it is intended to bring to light the current concepts and justifications presented for its use, as well as to investigate how recreational mathematics is inserted in the national curricula of other countries and Brazil. From the analyzed works we adopted a conception of Recreational Mathematics, which we inferred to be the most potentially fruitful for teaching mathematics. We also analyze some experiments of application of Recreational Mathematics in the teaching of Mathematics. The methodology used for this work is the qualitative approach in its aspect of documentary research, since the focus of the work is focused on the analysis of documents as the main source of information of the research. Our vision of Recreational Mathematics led us to attach three reports of experience that seemed representative, namely: games, recreational problems and mathematical puzzles. We further discuss the idea that the development of algebra has led to the decline of recreational problems and the current perspectives of Recreational Mathematics activities. Thus, it is concluded that recreational math is a vast field of possibilities that should be more used in the classroom to facilitate the teaching-learning process, because in addition to being attractive, it develops several skills.
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5
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MARIA DA GUIA DA SILVA MEDEIROS
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COGNITIVE SKILLS PRESENT IN THE EVALUATION OF ENADE FOR THE CHEMISTRY PRESERVICE COURSE
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Advisor : MARCIA GORETTE LIMA DA SILVA
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COMMITTEE MEMBERS :
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MARCIA GORETTE LIMA DA SILVA
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ELDA SILVA DO NASCIMENTO MELO
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HELDER ETERNO DA SILVEIRA
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Data: Dec 13, 2019
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Show Abstract
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To follow the development of higher education in Brazil was created among other indicators the National Student Performance Examination (ENADE), which makes the students' diagnosis of the program content provided in the curricular guidelines, skills and abilities acquired by the students during the training. From this instrument, our research problem is related to the level of cognitive operations required in solving ENADE questions and whether they reflect changes in curricular structures. That is to say, which guiding elements the analysis of the questions of the ENADE, of the reports and of the curricular structure can subsidize a look to the Pedagogical Project of the course of Chemistry - Degree in terms of high order cognitive operations and, consequently, a better professional formation? In order to try to answer our problem, we seek to structure the research in the following specific objectives: (a) to analyze the questions applied in the ENADE 2011 and 2014 tests for teacher education in Chemistry, based on a framework of competencies, skills, disciplinary field of chemistry; (b) classify the required cognitive operations and difficulty level for each question, (c) compare the results obtained with those expressed in the course reports and with curricular components of UFRN. This is a documentary analysis research, which selected 05 questions that were applied in the 2011 test, and 07 questions applied in the 2014 exam, all with specific component aimed at the degree in Chemistry, ie related to Teaching Chemistry . In order to analyze the cognitive operations and the level of difficulty required in the questions, a reference framework of the own reference matrix of competences, abilities, cognitive operations and specific knowledge of the disciplinary field was elaborated. Alonso. From the analyzed questions, we identified cognitive operations of several orders and degree of maximum and minimum difficulty, and identified the minimum difficulty level present only in a question of the 2011 test. In contrast to the degree of difficulties encountered, the Facility Index was verified, given by the INEP, which qualifies the questions based on the statistical analysis of the number of hits. Another point observed was the curricular structure of the Chemistry course at UFRN, verifying that it is consistent with requirements in the ENADE test. Although preliminary, the results indicate elements that contribute to discussions in the curricular structures of the training courses for professors in chemistry.
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6
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ANA KALINE DE LIMA
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EDUCATION FOR SUSTAINABILITY IN NON FORMAL EDUCATION SPACES OF THE FEDERAL UNIVERSITY OF RIO GRANDE DO NORTE AND THE UNIVERSITY OF COIMBRA
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Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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COMMITTEE MEMBERS :
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MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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CHRISTINA DA SILVA CAMILLO
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LUCIANA APARECIDA PALHARINI
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MARIA RITA MONTEIRO DE LENCASTRE CAMPOS
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Data: Dec 20, 2019
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Show Abstract
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For several decades the scientific community and international institutions has been drawing attention to the situation of authentic socio-environmental planet in which we are immersed and the need to contribute to the formation of a conscious citizenship to achieve sustainability. The museums and science centers are considered by the scientific community as Non-formal Education of scientific divulgation and propicci to the teaching of the sciences, starting from this information this research had as objective to study the communication of the Sustainable Development Goals in the Museum of Morphological Sciences, Park of Sciences and Museum of Science of the University of Coimbra. Our work begins with a bibliographical review in which we proceed to other analyzes
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Thesis |
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1
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LÍVIA CRISTINA DOS SANTOS SILVA
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THE ARGUMENTATION AND CONSTRUCTION AND CRITICAL OF KNOWLEDGE BY ACTIVITIES ON CLIMATE CHANGE
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Advisor : MARCIA GORETTE LIMA DA SILVA
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COMMITTEE MEMBERS :
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BERNADETE BARBOSA MOREY
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CLAUDIANNY AMORIM NORONHA
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FERNANDA OSTERMANN
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MARCIA GORETTE LIMA DA SILVA
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SUZANI CASSIANI
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Data: Apr 11, 2019
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Show Abstract
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In science teaching dialectical argumentation has been studied in classroom contexts where both criticism and the construction of knowledge are manifested. According to Larrain, Freire and Howe (2014, p.1020) in the dialectical argumentation "when opposing points of view are discussed and revised, it is required the coordination and examination of different perspectives, encouraging reflection and revision of one's perspective, and leading to better organization of knowledge ". This study investigates how high-school students articulate the construction and critique of knowledge claims in the context of the development of argumentative tasks on climate change. Therefore, the discourse of these students during argumentative activities promoted through a sequence of activities on the theme climate change is examined. The activities took place during 4 months, consisting of both expository-dialogue classes and tasks oriented to argumentation and / or critical analysis of information, requiring students’ active participation. Specifically, we present in this text the analysis of one of the activities carried out, which involves the debate on the anthropogenic perspective of climate change. The data collection took place during the preparation of arguments, the execution of the debate and the collective evaluation of the debate. The task development process was recorded in audio and video and the content of the audios was transcribed using the video. The main questions examined in the analysis of the transcriptions were: At what moments of the argumentative process do students express the construction or criticism of knowledge claims? What aspects of the argumentative process fostered expressions of construction or criticism of knowledge claims? How are the construction and critique of knowledge claims related to the argumentative context examined? To analyze the data, we use the framework of dialogical analysis of discourse that is based on Bakhtin's studies on language. As results, we identify that the ways in which students engage in construction and criticism are dependent on the type of communicative situation that develops. We also identify that the critique and construction of knowledge claims feedback and can occur simultaneously in the context of argumentation. It is intended that the conclusions of this research can help to instrumentalize the teacher's work in the classroom to promote the construction and critique of knowledge claims in the context of the argumentation.
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2
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GUTEMBERG DE CASTRO PRAXEDES
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CENÁRIO DA EDUCAÇÃO PARA A SUSTENTABILIDADE EM UMA ESCOLA PÚBLICA DO ENSINO FUNDAMENTAL
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Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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COMMITTEE MEMBERS :
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JOSIVANIA MARISA DANTAS
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LUCIANA ARAUJO MONTENEGRO
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MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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MARIA JOSE NASCIMENTO SOARES
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MARIA LUISA QUININO DE MEDEIROS
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Data: May 30, 2019
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Show Abstract
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Concern for the quality of life of our own and of future generations requires a deep reflection on the unsustainable model of living that we adopt and whose consequences are perceived from the signals emitted by the Earth. For the United Nations Educational, Scientific and Cultural Organization (UNESCO), the instrument capable of facing unfavorable circumstances for human development is education. As a result, it has brought together its proposals submitted over the years to its Member States to present Education for Sustainable Development (ESD), considered as a possible tool for use in any age group, social class, whether it is formal, non-formal or informal, as well as being able to go through life and that will help individuals to obtain answers to questions that compromise human development, whether environmental, social or economic. To this end, UNESCO, together with other international organizations, sponsor, promote and disseminate actions that seek to achieve sustainability in its different dimensions: environmental, social and economic. To that end, they argue that in order to achieve sustainability, we must prioritize and have an education that is reoriented and at the same time committed to a way of life, values and attitudes towards sustainable development. In addition, they suggest investments in the training and awareness of the population, in scientific and technological production and in the adaptation of legislation to sustainable production. Considering the school as one of the instances for EDS to take place, this work sought to characterize the Education for Sustainability scenario in a primary school in the city of Natal (RN). In this research the methodology involved both quantitative and qualitative approaches. To obtain data were used as collection instruments the documentary research, questionnaires, interview and observations. Since a questionnaire and the observations were used of a training and workshop offered to the participants. The collected data are presented from numerical records of occurrences and citations in tables and tables, as well as percentages in graphs, as well as data that has been explored taking into account subjective aspects such as convictions, procedures and practices of the researched ones, some being presented in the form of categories. The results showed that the curricular references of the Natal municipality and the PPP of the investigated school have characteristics of ESD, although they do not assume the purpose of ESD in the strict sense, as proposed by UNESCO; there is a good level of training in relation to the object of study, even if a high percentage of teachers argue that there are deficiencies in their training and a considerable involvement of the school and teachers with the cause, although this understanding is not explicit nor is still understandable to many; continued training was pointed out as the formative need.
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3
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ANDREIA VARELA DE MELO
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EDUCAÇÃO PARA A SUSTENTABILIDADE EM LICENCIATURAS DA ÁREA DAS CIÊNCIAS DA NATUREZA NA UNIVERSIDADE FEDERAL DO RIO GRANDE DO NORTE: ABORDAGEM CURRICULAR E IDEIAS E ATITUDES DE ESTUDANTES
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Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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COMMITTEE MEMBERS :
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MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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MARCIA GORETTE LIMA DA SILVA
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ANA CARLA IORIO PETROVICH
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MARIA DA GLORIA FERNANDES DO NASCIMENTO ALBINO
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MARIA JOSE NASCIMENTO SOARES
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Data: May 31, 2019
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Show Abstract
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Unsustainable growth practices in front of the increasing poverty and the planetary environmental crisis are accelerating. The educational sphere can not and should not be oblivious to these issues, particularly with regard to ethical, economic, technological and socio-environmental aspects. It is in these circumstances that we point out the interest in teaching and learning processes that problematize the associations between Science, Technology and Society in an approach in which the principles of an education for sustainability can be the basis for the reflective formation and construction of values. In this perspective, studies in the field of Natural Sciences Teaching have been dedicated to investigate the conceptions about sustainability of teachers in formation in this area, as well as indicating the promotion of training oriented to educate in the perspective of sustainable development. In this context, the objective of this work was to investigate the ideas and attitudes related to Sustainability of students of science teaching courses of Chemistry, Physics and Biology of the Federal University of Rio Grande do Norte and to understand how the guiding principles of education for sustainability are presented in the undergraduate courses in Chemistry, Physics and Biology. Using an instrument that is an adaptation of the Views on Science-Technology-Society VOSTS questionnaire, we sought to identify the Conceptions on sustainability of these students at two levels: the definitions of the concept and the operational principles needed to achieve sustainability - a relationship between the discourse about a concept and the principles and operative practices. The attitudes or predispositions of the graduates in relation to the concept of sustainability and the actions they believe should be put into practice in order to achieve it have revealed that, to a certain extent, they incorporate a correct discourse, but they lack a better understanding of the consequences of human actions in the life of the planet.
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4
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WESLEY COSTA DE OLIVEIRA
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Teaching Scientific Argumentation: A Study on Teaching Knowledge in Initial Formation
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Advisor : MARCIA GORETTE LIMA DA SILVA
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COMMITTEE MEMBERS :
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ANA PAULA BISPO DA SILVA
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JOSIVANIA MARISA DANTAS
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MILTON THIAGO SCHIVANI ALVES
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PABLO MORENO PAIVA CAPISTRANO
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SEVERINO CARLOS GOMES
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Data: Jul 25, 2019
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Show Abstract
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In recent years, studies involving argumentation and different goals for science education have diversified around teaching sequence proposals. There are also international political indications defending their insertion in the science classrooms. Although literature has emphasized the importance of its teaching and there are political indications, we know that promoting it in science classes is not something simple. The lack of teacher knowledge on the part of teachers to support students' arguments has been identified as a major obstacle. One of the possibilities to develop these knowledge, and more specifically, those related to meta-strategic knowledge, can be to act in the Teacher Education (TE). Thus, the development of this knowledge is defended through a TE course, engaging the graduates in explicit discussions about the general characteristics of the argumentation. For that, the convergence of History and Philosophy of Science-Argumentation was adopted as a didactic position. In other words, the use of History and Philosophy of Science (HFC) was adopted as an approach to promote the engagement in argumentative processes and the epistemological understanding in the graduating. This thesis aimed to study elements of the knowledge of future teachers for the routine insertion of argumentation in science classrooms. The theoretical reference was the works of Anat Zohar about the teaching knowledge in the context of teaching strategies of thought. Regarding the methodological decisions, the Discursive Textual Analysis (DTA) was adopted for the treatment of the data. The corpus came from 11 documents, audio and video recordings of 12 meetings, audio and video recordings of 3 interventions for high school students and 2 interviews with undergraduate students of the subproject-physics of PIBID-UFRN. Among the main results, due to the unique nature of this type of knowledge, it was proposed to use a special term: teacher knowledge for the routine insertion of argumentation as a strategy of high order thinking. And from it, two other denominations: the first, pedagogical knowledge in the context of the teaching of argumentation as a strategy of high order thinking, and the second, the knowledge of argumentation as a strategy of high order thinking. In relation to the first, a specific body of knowledge was proposed, among which 5 teaching knowledge that “emerged” during the analysis. In relation to the second, in particular, the meta-strategic knowledge of the argumentation, 8 teaching knowledge was proposed for this body of specific knowledge.
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5
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RILAVIA ALMEIDA DE OLIVEIRA
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NATURE OF SCIENCE BY HISTORICAL NARRATIVES: THE DISCUSSIONS ON THE NATURE OF LIGHT IN THE FIRST HALF OF THE NINETEENTH CENTURY.
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Advisor : ANDRE FERRER PINTO MARTINS
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COMMITTEE MEMBERS :
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ANA PAULA BISPO DA SILVA
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ANDRE FERRER PINTO MARTINS
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ANDRÉIA GUERRA DE MORAES
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BERNADETE BARBOSA MOREY
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CIBELLE CELESTINO SILVA
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FLAVIA POLATI FERREIRA
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Data: Aug 2, 2019
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Show Abstract
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In the context of research in the area of science teaching that advocates History and Philosophy of Science (HFS) as a didactic approach to problematizing aspects of the Nature of Science (NOS) in teaching, this paper shares the following questions: How does the interface historical episode - themes of NOS can be materialized from the construction of historical narratives? What are the potentialities and difficulties of working on NOS themes from historical narratives? How can historical narratives foster discussion and understanding of NOS issues? More specifically, the objective was to investigate the potentialities and limitations of working on themes of NOS with Physics teachers in initial/undergraduation formation, based on historical narratives, based on the debates about the nature of light in the early nineteenth century. In this context, studies were initially carried out on the nature of light in the first half of the 19th century, specifically with reference to the French and British contexts, from primary and secondary sources, in order to understand the historical episode and its conceptual and epistemological aspects. In the sequence, we sought to investigate how the historical episode studied can contribute to the discussion of themes of the NOS in the teaching of Physics. From the interface between historical episode and themes of NOS, a historical narrative was constructed as a tool for the discussion of themes of NOS in teacher training. In the empirical part of the research, a didactic intervention was elaborated that sought to problematize NOS themes from the constructed historical narrative. The intervention was carried out in a curricular component of the Licentiate Degree in Physics of the State University of Paraíba. In order to obtain the data, questionnaires, interviews, audio recordings of the discussions held in the classroom and recording of field notes by the teacher-researcher after the lessons were used. The analysis of the data provided indications that the historical narrative built on the historical episode contributed to the effective problematization of several themes of the NOS. The majority of the students presented a good understanding about the themes of NOS problematized throughout the proposal. However, the intervention also highlighted the complexity involved in problematizing conceptions about NOS of students - future teachers in training.
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6
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MAYARA LARRYS GOMES DE ASSIS NOGUEIRA
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DIALOGUES BETWEEN SCIENCES AND SCIENTIFIC FICTION: A strategy to discuss scientific ethics based on the Theory of Objectification
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Advisor : BERNADETE BARBOSA MOREY
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COMMITTEE MEMBERS :
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BERNADETE BARBOSA MOREY
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ANDRE FERRER PINTO MARTINS
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THIAGO EMMANUEL ARAUJO SEVERO
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ANA MARIA DA SILVA
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RODOLFO VERGEL CAUSADO
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SHIRLEY TAKECO GOBARA
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Data: Aug 2, 2019
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Show Abstract
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The narratives involved in Science Fiction (SF) materials present science as a live and thought-provoking activity that seems to fuel the interest and curiosity of citizens over complex scientific issues. This proposition seems to contradict a scenario described in the specific literature in which discussions about science products and processes in classrooms seem increasingly uninteresting to students. A pertinent and well worked path that I take as a strategy to cross this disinterest and to discuss epistemological aspects of sciences is the dialogue between sciences and literature. More specifically, I have taken Science Fiction (SF) literature as the guiding thread to discuss the notion of ethics in science. The proposed ideas and activities are based philosophical, pedagogical and epistemological on the Theory of Objectification (TO), a cultural-historical theory of teaching and learning idealized by the mathematical researcher Luis Radford. The aim of this articulation is to investigate the relevance of SF to expand, facilitate and contextualize the debate about the production of sciences and its ethical aspects for pre-service science teachers. To achieve this aim I used three methodological strategies: an epistolary interlocution with a fictional scientist Doctor Victor Frankenstein; mapping and immersion in theoretical matrices and the production of teaching strategies – a exploratory didactic workshop taught to scholarship pre-service teachers from the Institutional Program for Scholarship to Teaching Initiation (PIBID/Interdisciplinary/UFRN) and a course about Science Fiction and Ethics in Sciences offered to pre-service and professional teachers of the Chemistry, Physics, Biology and Mathematics undergraduate courses at UFRN, the Federal Institute of Rio Grande do Norte (IFRN) and the University Center Facex (UniFacex). The dialogue between the data produced with the use of these strategies offers clues to defend that SF is a relevant language to think about and problematize discussions about sciences and their ethical aspects and can contribute to the scientific education of pre-service science teachers.
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7
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JAILSON DA COSTA PONTES
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IDENTIFICATION AND CHARACTERIZATION OF THE PROFILE OF ERRORS AND LEARNING DIFFICULTIES IN THE STATISTICS AND PROBABILITY QUESTIONS OF THE MATHEMATICAL EVIDENCE OF ENEM OF ENTRIES IN UFRN IN THE YEARS OF 2013 TO 2016
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Advisor : ISAURO BELTRAN NUNEZ
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COMMITTEE MEMBERS :
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FRANCISCO DE ASSIS BANDEIRA
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HÉCTOR JOSÉ GARCÍA MENDOZA
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ILONEIDE CARLOS DE OLIVEIRA RAMOS
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ISAURO BELTRAN NUNEZ
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IVONE DA SILVA SALSA
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JOSE EVERALDO PEREIRA
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ROGÉRIA GAUDÊNCIO DO RÊGO
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Data: Aug 26, 2019
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Show Abstract
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The investigations on errors and difficulties in the learning of mathematics, have advanced in the last decades to allow a better learning of the students in the teaching process in the school environment. The objective of this research is to study the profile of the errors and learning difficulties of the contents of Statistics and Probability in the ENEM mathematics tests of the years (2013 to 2016) of the students approved and inscribed in the SISU to enter in the UFRN. The errors and learning difficulties in relation to these contents that constituted the questions of ENEM tests during the analyzed years were identified. The reflections of researchers as: Radatz (1979; 1980), Cury (1988; 1994; 2007; 2008), Socas (1997), Borasi (1985; 1987), Rico (1995), Pochulu (2004) e Brousseau (1976), present the errors and difficulties in mathematical learning. Already researchers in the area of statistics and probability, such as: Batanero (1998; 2000), Batanero; Godino; Navarro-Pelayo (2001), among others, gift more specific errors for that content. The study presented in this thesis is based on the identification and characterization of the error profile associated with the learning difficulties on the subject "knowledge of statistics and probability" of the ENEM tests from the years of 2013 to 2016, based on the reports of the Statistics section of the COMPERVE/UFRN. As a methodology, the analysis of the tests was prioritized to associate the error of the most indicated distractor with explanatory hypotheses of learning difficulties. The results were: socioeconomic profile, the number of approved between public and private schools were increasing between the years studied, the northeast region in relation to the others obtained the highest percentage of successful candidates, The predominant age group is 18 to 20 years old and the gender with the highest percentage is male. Regarding color/race, if it is brown, the most obvious modality of high school is regular education; the theme "knowledge of statistics and probability in the descending order in the third place; the performance profile, in 2015, issues 149 and 158 that had the lowest hit rate with, 8.8% and 10% respectively; In the identification and characterization of errors, we identify competencies, skills, sub-skills and specific content for each question, then we analyze the tables and graphs. We did the feedback/descriptor, finding the solution for each question and then with the four distractors, we identified the associated errors. We present these errors in table and we use the classic typology of Radatz (1979). The results indicate the need for a didactic-methodological review of the teaching of this subject for which learning difficulties are presented.
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8
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FRANKLIN KAIC DUTRA PEREIRA
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ADVENTURES OF SELF-TELLING: OWN WRITING AND TEACHER EDUCATION FOR DISTANCE CHEMISTRY
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Advisor : CARLOS NECO DA SILVA JUNIOR
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COMMITTEE MEMBERS :
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CARLOS NECO DA SILVA JUNIOR
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LILIANE DOS SANTOS GUTIERRE
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LUIZ ALBERTO DA SILVA JUNIOR
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ALESSANDRO CURY SOARES
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ÂNGELA CRISTINA ALVES ALBINO
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Data: Aug 26, 2019
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Show Abstract
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The implications of the (auto)biographical narratives to the inicial training courses for teachers of Chemistry is the subject still little discussed in Brazil, especially when it comes to courses in distance mode. From this, in this thesis we aim to characterize the process of constitution of the teacher identity of students of Chemistry Teacher Degree in at a distance from the UFRN, through the analysis of his (auto)biographical narratives in memorials. To this end, we have adopted as the theoretical thought of authors about teacher training (PIMENTA, 2012; PIMENTA; LIMA, 2017; CARVALHO; GIL-PEREZ, 2012; MALDANER, 2000), narratives (auto)Biographical (SOUZA, 2006; PASSEGGI, 2008; NÓVOA, 1995, 2010; JOSSO, 2010; PINEAU, 2002, 2004) and knowledge teachers (TARDIF, 2014). From the methodological point of view, we performed a qualitative research, descriptive and type from the interpretativista paradigm. For the production of data, we carried out the documentary analysis of 16 (sixteen) memorials from polo to Nova Cruz/RN, using content analysis as a strategy for data categorization. From such procedures, we got the three axes of analysis, namely: 1. From wanting to being: the paths to become professor of chemistry from EaD; 2. How do we become teachers of Chemistry: difficulties, adaptations and stays in the long-distance education; 3. "Talk about internship is reliving my classroom experience" - the adventures in schools. The analysis of the derived categories of these axes, respectively, revealed that the social contexts and personal factors interfered directly in the choice of the course and in the definition of the mode of teaching; distance education democratized, on the one hand, access to higher education, but, on the other, pointed challenges for the permanence of students due to the need to adapt to new procedures and the difficulties of infrastructure; the supervised internship opportunities enabled the encounter with the beliefs about the school and the challenges of teaching-learning process, as well as stressed the importance of the teacher-developer reference in the approximation to reality Professional. Thus, we conclude that the Act of narrating(if) enabled the recognition of nuances of teacher education of chemistry in the distance, allowed to understand the teaching identity as a permanent building process and behaved resignification of knowledge acquired in the ttraining path.
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9
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GERALDO ALEXANDRE DA SILVA JUNIOR
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ELEMENTS OF ARGUMENTATIVE TEACHING IN THE CLASSROOM: A PROPOSAL FOR ANALYSIS FROM THE PERSPECTIVE OF THE PERELMAN AND OLBRECHTS-TYTECA THEORY
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Advisor : MARCIA GORETTE LIMA DA SILVA
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COMMITTEE MEMBERS :
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MARCIA GORETTE LIMA DA SILVA
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BERNADETE BARBOSA MOREY
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Fernanda Marur Mazze
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ALBINO OLIVEIRA NUNES
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CARMEN ROSELAINE DE OLIVEIRA FARIAS
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Data: Nov 25, 2019
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Show Abstract
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This research presented within the studies of the argumentation in science teaching. Our research problem involves determining which features of Perelman and Olbrechts's Theory of Argumentation can be transposed to analyze the argumentative character of a teacher's discourse in front of her students in the classroom. This theory will be our theoretical and methodological framework, and our analysis will be guided by elements of Discursive Textual Analysis. In our results, we realized that, of the thirteen a priori categories, which were expected to be transposed, only one was not contemplated. As a result, we conclude that bringing Perelman and Olbrechts-Tyteca corresponds to a methodological contribution to the analysis of argumentative processes in classrooms.
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10
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JUSSARA PATRÍCIA ANDRADE ALVES PAIVA
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A Teoria da Objetivação e o desenvolvimento da Orientação Espacial no Ensino-aprendizagem de Geometria
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Advisor : CLAUDIANNY AMORIM NORONHA
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COMMITTEE MEMBERS :
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BERNADETE BARBOSA MOREY
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CLAUDIANNY AMORIM NORONHA
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HALANA GARCEZ BOROWSKY
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LUIS RADFORD
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ROGÉRIA GAUDÊNCIO DO RÊGO
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VANESSA DIAS MORETTI
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Data: Dec 5, 2019
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Show Abstract
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This research aims to analyze the semiotic means mobilized in the teaching-learning process of spatial orientation, which enable the student to establish a reflexive and ethical relationship with space. The research adopted as theoretical reference the Theory of Objectification developed by Luis Radford (2006b, 2015, 2017a, 2017b, 2018a), which assumes that knowledge is potential, historically and culturally constituted and not an individual construction. The Theory of Objectification based the methodology, the design of the tasks and the data analysis. Regarding spatial orientation, we start from the theoretical basis of authors such as Clements and Sarama (2009), Blanco (2011), Vecino (2005) to outline the categories used for the analysis of the mobilized mathematical knowledge. For data collection, we implemented spatial orientation tasks in a 6th grade of elementary school classroom, recorded in audio and video. Data processing allowed the analysis of the mobilized semiotic means and their coordination in a multimodal approach. The identification of the mobilized semiotic means allowed to analyze the process of objectification and subjectivation that occurs entangled, with a mutual and reciprocal influence between these processes, which we call coinfluence. We also identified moments of dissonance in the articulation of mobilized semiotic media. In the analyzes we evidence the relevance of graphic representation (plans and maps), gestures and specific linguistic terms as semiotic means in the objectification of spatial orientation. Finally, we evidence how the knowledge and semiotic means mobilized in this process allowed students to see space closer and broader, strengthening the sense of belonging in a more reflective relationship with space, and influenced the ethical relationship, emerging more confident and secure individuals, living and communicating with others through spatial references.
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11
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MARIA DA CONCEIÇÃO VIEIRA DE ALMEIDA MENEZES
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NATURAL SELECTION, ADAPTATION AND GENETIC DERIVA: APPROACH IN DIAGRAM BOOKS AND KNOWLEDGE OF KNOWLEDGE STUDENTS IN BIOLOGICAL SCIENCES IN THE UNIVERSITY OF RIO GRANDE DO NORTE STATE
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Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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COMMITTEE MEMBERS :
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MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
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RAQUEL CORDEIRO THEODORO
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FABIO TEIXEIRA DUARTE
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MARIA LUISA QUININO DE MEDEIROS
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MARIA RITA MONTEIRO DE LENCASTRE CAMPOS
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Data: Dec 13, 2019
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Show Abstract
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Biological evolution is a subject which is supposed to be taught in Biology classes of Brazilian high schools. Taking into account its relevance to understand the evolutionary processes that occur in living beings and the obstacles that teachers have been facing in teaching evolutionary theory - either because of problems identified in the textbook or because of the difficulties faced by the students in understanding evolutionary theory itself -, this study sought to investigate three important subjects in biological evolution: natural selection, adaptation and genetic drift. The objectives of the study were: a) to analyze the approach taken by high school Biology textbooks approved by the National Textbook Program (PNLD – Programa Nacional do Livro Didático) 2015 and 2018 for natural selection, adaptation and genetic drift; b) to identify the typology of deep-learning exercises on natural selection, adaptation and genetic drift in the textbooks; c) To analyze the suitability of the visual resources in relation to the text; d) to identify the level of knowledge of first-year students majoring in Biological Sciences at the State University of Rio Grande do Norte (bachelor’s and teaching degrees) about natural selection, adaptation and genetic drift; e) to test didactic resources for teaching natural selection, adaptation and genetic drift with students in the third year of high school. The three axes of investigation in the study were: I – textbook analysis; II – assessment of knowledge of first-year Biological Sciences students from a public university; III – evaluation of didactic resources. The study’s methodological approach is quanti-qualitative. The results indicate that biology textbooks use terms to explain natural selection and adaptation which could lead the student to an understanding of biological evolution that reinforces mistaken ideas, often present in their prior conceptions. The knowledge of students about natural selection and adaptation are based on the idea of biological evolution in the lamarckist perspective and in the genetic drift, which is a subject poorly understood by the students. The didactic resources evaluated have contributed to encourage students to learn about natural selection, adaptation and genetic drift and to make possible a productive discussion, rectifying misconceptions about these subjects.
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