Quero agradecer a Deus, pela força e coragem durante toda esta longa caminhada. À minha fam ília, minha mãe, Marlene, pelo apoio e incentivo durante toda a minha vida e a minha irmã, Goldie, que com muito carinho e apoio, me ajudou muito. Elas não mediram esforços para que eu chegasse até esta etapa de minha vida. À minha orientadora Maria Eunice, pela paciência na orientação e incentivo que tornaram possível a conclusão desta dissertação. À minha amiga Miriam que sempre me incentivou mesmo nas horas mais difíceis em que as forças e a ideias pareciam faltar. À todos os amigos e colegas do grupo GEPEQ, pelo incentivo e pelo apoio constantes. Resumo ARAGÃO, S. B. C. Alfabetização Científica: concepções de futuros professores de química. 2014, 169f. Dissertação (Mestrado) apresentada ao Instituto de Física,
This paper presents a case study about the development of a cross-disciplinary propose for preprimary, primary and secondary private school textbooks and course materials based on a Judeo-Christian educational worldview. A private Brazilian system of education, Sistema Mackenzie de Ensino (SME), located in São Paulo-Brazil, developed this proposal. SME is reasoned in a worldview, which considers ontology precedes epistemology to try to reach a more integrated perception, comprehension, and reflection of the study object. A crossdisciplinary team of teachers gathered to elaborate a critical basis for producing and reviewing the textbooks and course materials. This rational basis considered the guidelines of the National Brazilian Curriculum Parameters and academic researches. Sistema Mackenzie de Ensino has already published around 700 school textbooks and course materials (student and teacher textbooks, teacher manuals, workbooks) since 2009, and is currently used in about 350 schools, 70,000 students, in 21 out of 24 Brazilian States. As an example, this case study will show the production of a chapter of the Chemistry textbook for 2nd year of Upper secondary level of education, which deals with electrochemical contents, arguing about why ontology preceding epistemology provides a more integrated perception, comprehension, and reflection of the study of Chemistry.
Scientific Literacy (SL) is a term used in many countries to define the purpose of science education. Although there is no consensus in defining it, many authors argue that SL is the main goal for science education. Based on author's previous research that established three fundamentals of SL that can develop students' scientific literacy, the approaches: Inquiry-based Teaching (IBT), Science-Technology-Society (STS), and History and Philosophy of Science (HPS), an academic discipline in a teacher education program was investigated in order to analyze pre-service teachers' conceptions about SL and its fundamentals. The research objective was investigated how pre-service teachers understand and reflect on the SL concept and its fundamentals. This proposal was applied in a Brazilian Federal University located in the metropolitan area of São Paulo-Brazil. Twelve pre-service teachers attended the seventeen classes. They studied three different approaches: STS, HPS, and IBT. Some aspects of Nature of Science were also considered. Researchers authors elaborated levels of comprehension for each approach in order to analyze pre-service teachers' conceptions. The primary results so far indicated that some students were able to establish relationships among these approaches and their comprehension of each approach was dependent on the emphasis of the teacher educator.
ARAGÃO, S. B. C. Scientific Literacy in a Teacher Education Program: an analysis of an academic discipline based on this perspective. 2019. 236f. Tese
This paper presents a case study about the development of a cross-disciplinary propose for preprimary, primary and secondary private school textbooks and course materials based on a Judeo-Christian educational worldview. A private Brazilian system of education, Sistema Mackenzie de Ensino (SME), located in São Paulo-Brazil, developed this proposal. SME is reasoned in a worldview, which considers ontology precedes epistemology to try to reach a more integrated perception, comprehension, and reflection of the study object. A crossdisciplinary team of teachers gathered to elaborate a critical basis for producing and reviewing the textbooks and course materials. This rational basis considered the guidelines of the National Brazilian Curriculum Parameters and academic researches. Sistema Mackenzie de Ensino has already published around 700 school textbooks and course materials (student and teacher textbooks, teacher manuals, workbooks) since 2009, and is currently used in about 350 schools, 70,000 students, in 21 out of 24 Brazilian States. As an example, this case study will show the production of a chapter of the Chemistry textbook for 2nd year of Upper secondary level of education, which deals with electrochemical contents, arguing about why ontology preceding epistemology provides a more integrated perception, comprehension, and reflection of the study of Chemistry.
Scientific Literacy (SL) is a term used in many countries to define the purpose of science education. Based on previous research with undergraduate science students [1], an academic discipline in a teacher education program was developed in order to promote prospective teachers' understanding about Scientific Literacy. The academic discipline content consisted of three approaches: Science-Technology-Society (STS), Inquiry, and History and Philosophy of Science (HPS). The research objective was investigated how undergraduate science students (future teachers) understand and reflect about the scientific literacy concept. This proposal was applied in a Brazilian Federal University located in the metropolitan area of São Paulo. Twelve students attended seventeen classes. They studied three different methodological approaches: Science, Technology and Society (STS), History and Philosophy of Science (HPS), and Inquiry. Some aspects of Nature of Science were also discussed. The researcher, a PhD student, elaborated levels of comprehension for each approach in order to analyze the results. The primary results so far indicated that some students were able to establish relationships among these approaches and their comprehension of each approach was dependent on the emphasis of the teacher educator.
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