ACTIO: Docência em Ciências

17

Authors: LUCA, A. G.; SANTOS, S. A.; DEL PINO, J. C.; PIZZATO, M. C.

The present work displays the reading practices carried out during four years with 23 students, between 2014 and 2017. Throughout the High School, these same students were presented to different readings, with different didactic strategies. After the proposed readings the following didactic strategies were performed: conversation circles, individual records by reading diaries; presentation of seminars, experiment design and conduction, images representation (drawings or collages) and theatrical performance. In 2017, students from the 3rd year of high school were asked about the memories/marks of learning left by the reading practices, using a questionnaire. From the students answers it was possible to articulate two categories of analysis: conceptual learning marks and research dynamics. The proposed readings provided learning marks evidenced by the students and they stimulated the subsequent researches performed during the curricular classes, enabling a deepening and amplification of the knowledge and more specific perspectives for the conceptual contents of sciences. In this process, the actions proposed by the teacher, regarding the teaching and learning of reading skills, individual and collective, and writing, express the relevance of these practices in the classroom.

18

Authors: Reading. Scientific Language. Discursive Interaction.

The present paper contemplates a study about the practice of reading in chemistry teaching. It is started from the presupposition that reading in chemistry teaching allows the student a greater contact with the specific language of this science and thus qualifies their learning. With the objective of visualize how this practice has been executed in the chemistry teaching and to understand the purposes of its use, a bibliographic review was carried out in the last years of the annals of the National Meeting of Teaching of Chemistry and of the annals of National Meeting of Research in Education in Sciences. We also looked at the publications of New Chemistry Magazine at School. It analysis the methodological option consisted in discursive textual analysis with levels of elaboration emergent categories: discursive genres, discursive interactions and reading strategies. The results built the importance of reading practice in the process of learning Chemistry pointing it as a way of providing appropriation and conceptual meaning in chemistry and the formation of a more critical and participatory students.

19

Authors: BUENO, A. J. A., SILVA, S. L. R.

Thinking about the teaching of science not only as a scientific product, but also and fundamentally, as a socio cultural product, this work aimed to present a reflection on the use of cinema as a language in Science Teaching. For this, it presents historically the formative process of the sciences as curricular discipline of basic education, as well as approaching the science teaching of the cinematographic language, which denominates of audiovisual language. In order to facilitate the process of reading a film, in the course of this work, we highlight the need for audiovisual literacy, both in cognitive terms and in technical terms of the methods used in the composition of a film. As initial results, emphasis is placed on the need to use this type of resource in the classroom, considering that they are part of the daily life of the student and should not be overlooked. However, this study did not stop to illustrate the constructive methods of a film production, but to point out ways for the teacher, that lead him to realize that these same constructive methods present characteristics that facilitate the reading of a film work, and must be present in their pedagogy, when they aim to sensitize students to knowledge, having films as mediator object.

19

Authors: BORINI, R. B. M. C.; SOUZA, F. C.

The article is based on a master's degree research and had the objective of investigating possibilities for the organization of practice as curricular component (APCC) that could favor the articulation between theory and practice in the initial formation. The study was realized in a Teaching Degree in Mathematics, based on the theoretical assumptions of activity theory, among which stand out the concepts of theoretical activity, practical activity and praxis. For the development of the research, the documentary research was adopted, using the class diaries and the detailed teaching plans of the subjects taught in the first semester of 2015 and that presented part of their workload destined to practice as curricular component of the course in study. As a theoretical reference, the study was based in Leontiev (1983, 1988) for the discussion of elements of activity theory and in Sánchez Vázquez (1980, 2011) for the deepening of the concepts of theoretical activity, practical activity and praxis. The analysis process took place under two aspects: i) the presence of the APCCs in the three training axes foreseen in the course and; ii) the nature of the APCC activities present in the course. In this first aspect the analysis focused on understanding the recurrences of activities understood as APCCS in the axes of specific training of mathematical content, general pedagogical training and training in mathematical education. In the second aspect of analysis five groups of activities were constituted, among which the group "Creation activities, didactic strategies, elaboration, planning of activities or materials for the classroom" revealed more clues of possible links between theory and practice. The research sought to discuss the activities developed as APCCs, to bring contributions to the teacher trainers in the organization of their teaching activities, choosing characteristics of activities that reveal evidence of link between theory and practice.

21

Authors: SILVA, D. B. F.; BOZELLI, F. C.

The conceptions of the Physics class of teachers of this discipline can be questionable and, often, dissonant of the official documents and the researches in the area of Physics Teaching. Then, we aimed to answer the following question: "What are the meanings of Physics class for High School in the discourse of undergraduate students of a public university in the state of São Paulo?" To answer this question, a focus group constituted by graduates in Physics was organized on the theme Physics Class in High School. The meeting was recorded in audio and video and these records were later transcribed to assist the analysis, of the discourses, under the aegis of Michel Pêcheux's reference. The interpreted meanings point to the conception, by the undergraduate students, that the Physics class for the Secondary School must be constituted by mere applications of Mathematics. Thus, this subject would not relate to the daily life of students and would not require classroom methodologies to escape from content and memorization of equations and rules.

22

Authors: RODRIGUES, C. S. C.; RODRIGUES, M. A.

Several surveys have demonstrated the importance of inserting Science Education (SE) since the early years of schooling. In this setting, researches also point that the learning of scientific topics becomes more effective when the approach happen trough investigation. In this article, we discuss part of the results from a master’s degree research. The survey aims to determine the contribution of an extension course about inquiry-based science learning to early childhood education teachers. To the present research, we took a qualitative approach, using as data collection instrument an inquiry-based learning sequence (IBLS) with the sense organs as the subject. Took part at the extension course, promoted by the Universidade Estadual de Maringá (UEM), six teaches that developed a series of activities such as responding to questionnaires and discussing inquiry-based learning by means of texts and practical activities. Several of these practical activities were part of an inquiry-based learning sequence (IBLS), which made intense discussions with the participating teachers possible. As a final activity of the course, the teachers, in pairs or individually, prepared a sequence of classes about a science theme of their choice, trying to include inquiry-based learning. The audio recordings were analyzed according to Bardin content analysis. The results revealed that the activities developed in the extension course fostered the reflection of the teachers as regards the pedagogical practice itself and the insertion of inquiry-based learning into the development of science themes in early childhood education.

23

Authors: KAZMIERCZAK, E. et al.

This research is result of the Work of Completing the Teaching for the discipline Supervised Curricular Stage II, characterized by an action research carried out during stage regency. In this work, was developed a story and an analysis of a didactic sequence developed from the teaching-learning sequence(TLS) on perspective of Mehéut & Psillos (2004). The subject of the classroom worker deals with Organic Functions starting from the sensation of "happiness". Work with 3rd year High School students of Ponta Grossa-PR public school, with the theme "Smells and Odors", seeking to relate the sensations and the organic functions. The activities developed included experimental practices, use of movies, demonstrative activities, groups works and individuals. As the main results of the developed teaching-learning sequence (TLS), we highlight an approach in which the students are able to make between the scientific knowledge and the real world, propitiated by the TLS classroom structure. And of the activities used in the classroom we obtain also as product of this sequence a production of two poems developed by two groups of students.