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Master's Dissertation
DOI
10.11606/D.81.2014.tde-27042015-145024
Document
Author
Full name
Andrey Guilherme Fernandes e Almeida
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2014
Supervisor
Committee
Roberto, Lúcia Helena Sasseron (President)
Capecchi, Maria Candida Varone de Morais
Trivelato, Silvia Luzia Frateschi
Title in Portuguese
As ideias balizadoras necessárias para o professor planejar e avaliar a aplicação de uma sequência de ensino investigativa
Keywords in Portuguese
Alfabetização Científica
Ensino de Física
Ensino por Investigação
Sequência de Ensino Investigativa
Abstract in Portuguese
Esse trabalho de pesquisa pode ser dividido em duas partes distintas, mas complementares. A primeira busca entender os pressupostos teórico-metodológicos ligados ao Ensino por Investigação (EI), a segunda trata de estudar quais são as ideias, sobre o EI, que os professores empregam ao planejar a aplicação de uma Sequência de Ensino Investigativa (SEI). Para dar conta da primeira etapa realizamos uma pesquisa bibliográfica que abrangeu, desde artigos relacionados ao EI, até documentos internacionais que dão algumas diretrizes a esta metodologia de ensino. A partir deles pudemos apresentar nossa concepção a respeito do EI, traçando alguns pontos relevantes a seu respeito. Na segunda etapa da pesquisa foram analisadas reuniões de planejamento entre alguns professores que se propuseram a aplicar uma SEI sobre "Dualidade da Luz" e um formador, que já havia trabalhado com esta sequência anteriormente. Durante estas reuniões buscamos observar quais ideias principais sobre o EI surgiam durante as conversas e seriam importantes para a aplicação das atividades. A partir disto e de nosso referencial teórico-metodológico, elaboramos uma categorização para estas ideias com o objetivo de analisar algumas das reuniões. Os resultados sugerem a importância de o professor, aplicador da SEI, possuir algumas ideias que serão imprescindíveis para que a metodologia do EI possa, de fato, ocorrer. Também mostram o quão difícil é fazer com que o professor rompa com o paradigma vigente do ensino tradicional e consiga entender e aplicar uma inovação metodológica, o EI, em sala de aula.
Title in English
The guiding ideas that are necessary for a teacher to plan and evaluate a Sequence of Investigative Teaching application
Keywords in English
Physics Teaching
Scientific Literacy
Sequence of Investigative Teaching
Teaching by Inquiry
Abstract in English
This research can be divided into two separate but complementary parts. The first seeks to understand the theoretical and methodological assumptions related to Teaching by Inquiry (EI, the initials in Portuguese), and the second examines the concepts of EI that teachers apply when planning the implementation of a Sequence of Investigative Teaching (SEI, the initials in Portuguese). In order to accomplish part 1 studies, we have conducted a bibliographical research that included not only academic papers related to EI, but also international guidelines on this method of teaching science. From then on, we were able to introduce our concepts of EI and trace some relevant ideas about it. Part 2 brings the analysis of planning meetings with some teachers who accepted to apply a SEI about "Light Duality", with the presence of a leader who had already applied this same sequence before. In these meetings, we observed which main ideas about EI arose and that were important to SEI activities. Considering this observation and our theoretical and methodological framework, we categorized these ideas in order to analyze some of the meetings. The results suggest the importance of the teacher, who is applying SEI, to know some ideas that are crucial to the development of an EI methodology. They also demonstrate how hard it is to make teachers break the prevailing paradigm in traditional education and actually understand and apply a methodological innovation, the EI, in the classroom.
 
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Publishing Date
2015-04-30
 
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