RESUMO O ensino de Botânica está inserido no contexto mais amplo da Educação Biológica. Contudo, apresenta peculiaridades que justificam uma análise mais cuidadosa e específica para suas questões. Realizamos reflexões sobre os objetivos, os desafios e as possibilidades para o enfoque dessa temática tão central na Educação Básica. Discutimos a importância da contextualização para promover o ensino de Botânica de boa qualidade, principalmente quando aliada à utilização de uma variedade de estratégias didáticas dinâmicas e que propiciem o interesse e protagonismo do estudante. Finalmente, enfatizamos a relevância da aproximação entre Universidade e Escola, apresentando experiências realizadas nesta perspectiva.
Throughout Brazilian History, Education was present in many political discussions. It is known that, even today, many changes are necessary in order to promote their desired improvement. Thus, the well-qualified teachers learning has been one of the main measures adopted to achieve the improvement of Education in Brazil, where in the last 20 years, Distance Learning (DL) has been one of the preferences of government programs to provide teachers learning. In this new and troubled scenario, the reflection about the quality of teachers learning courses becames essential, beyond the fact that such courses should be appropriate to the specific group it want to form. Thus, it was believed that is necessary to know who are the teachers involved in these formation processing and such as their motivations to enrolling these courses. From these questions, the general objective of the present research is contribute to the expansion of knowledge about the motivation of biology teachers in teacher training courses in distance mode. As specific objectives, we intend to: 1 Identify the motivation of teachers (also called "cursistas" in this work) to participate in a specialization course for teachers of biology (EspBio) e; 2. Try to identify the tutors' conceptions about the motivations of his cursistas, as well as establishing the criteria they used to identify such motivation. Two questionnaires were developed: one was answered by 53 teachers from São Paulo and the other one was answered by a group of nine tutors. As a result it was found that the greatest motivation declared by teachers was related to their improvement and updating knowledge in Biology, beyond the possibility of expands their teaching methodologies in this area. Teachers also considered learning in distance mode more motivating than the classroom because of the flexibility of time that the first offer. The tutors, in their turn, listed as a criterias to identify motivated teachers to learn the active behavior the teachers had in the course (when they participate intensely than is required), the search for additional information, attendance in the virtual learning environment, concern about the quality of what they had produced , besides concern about the clarifications to the tutor when any misadventure happen. From this research, it is believed that a closer look at teacher education courses be necessary, either presencial or at a distance, so that they can meet the expectations of the teachers involved, making these courses more appropriate to the specific group concerned. Furthermore, we believe in the importance of permanent tutor training because they have a great contribution to the success of Distance Learning, even though their role sometimes were neglected. Finally, we believed that, despite the results of this research add up to the various works carried out in the area in question, it is expected that further studies be conducted on the subject, in order to contribute effectively to the improvement of teachers learning courses.
A minha orientadora, Professora Suzana Ursi, por seu acolhimento, dedicação, pelo seu carinho e incentivo ao longo de todos os anos que fiz parte de seu grupo de pesquisa.À Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), pela bolsa de doutorado que pude usufruir durante toda a minha pesquisa.
Há algumas décadas, defende-se a necessidade de se preparar professores de Ciências e Biologia para o adequado uso das “tecnologias” no ensino, sendo que pesquisas nessa área podem ser boas aliadas para propostas mais exitosas de formação docente. Logo, investigou-se 17 graduandos do curso de Ciências Biológicas, desenvolvido pela Universidade de São Paulo, durante as aulas de uma disciplina optativa focada no ensino de Zoologia. Como objetivos, pretendia-se identificar: i) indícios de conhecimentos tecnológicos dos graduandos pesquisados; ii) se (e como) a referida disciplina possibilitou o desenvolvimento desses conhecimentos. Primeiramente, foi aplicado um questionário focado na identificação de conhecimentos tecnológicos (T-CoRe), sendo que os diálogos dos graduandos durante a elaboração de suas respostas a esse instrumento foram gravados, posteriormente transcritos e analisados, segundo Bardin (2013), o que também foi realizado com as respostas escritas desses estudantes. Em seguida, entrevistas foram realizadas com alguns participantes. Identificou-se compreensões relativamente adequadas dos graduandos a respeito do uso pedagógico das “tecnologias”. Entretanto, também foram identificadas lacunas em alguns conhecimentos considerados importantes para o desenvolvimento da Educação Científica de aprendizes nas escolas. Esses resultados são coerentes com a etapa de formação dos graduandos pesquisados, entretanto reforçam a necessidade de os diferentes tipos de conhecimentos (inclusive tecnológicos) serem abordados, de forma contínua e integrada, ao longo da formação do educador.
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