As ideias dos alunos nas pesquisas de formação inicial de professores de ciências

Abstract

Resumo: Considerando as ideias dos alunos componente importante na formação de futuros professores, apresenta-se uma revisão de pesquisas que implementaram estratégias curriculares inovadoras para promoção da evolução do conhecimento profissional. A análise centrou-se na consideração da existên-cia e do uso didático das ideias dos alunos em 18 artigos publicados, entre 1995 e 2005, nas principais revistas internacionais (em língua inglesa) da área. São apresentadas as características destas pesquisas em termos da metodologia, contexto e perspectiva teórico-prática das abordagens curriculares formativas implementadas. O desenvolvimento profissional alcançado pelos futuros docentes envolvidos foi comparado para identificação de obstáculos e avanços nesse processo. Questões de ordem epistemoló-gica e de coerência entre a intervenção formativa e o modelo didático tomado como referência, pelos pesquisadores/formadores, para avaliar o desenvolvimento profissional inicial destes docentes são elencadas na tentativa de se entender por que, de modo geral, a mudança alcançada é pequena.Palavras-chave: Formação de professores. Pesquisa. Conhecimento. Ensino de ciências. Ideias. Abstract:Considering students' ideas as an important component in pre-service teacher education, we conducted a review of research that implemented curriculum advanced strategies to promote the evolution of professional knowledge. Our analysis has focused particularly on accounts of the existence and didactic use of students' ideas in 18 articles published between 1995 and 2005 in major international journals (English) in the area. The characteristics of these researches in terms of methodology, context and theoretical-practice perspective of implemented formative curriculum approaches are presented. The professional evolution of pre-service teachers was compared to determine the obstacles and progress points within this process. Finally, issues of epistemological order and of coherence were determined to assess the initial professional development of these pre-service teachers. The framework of the formative intervention and the didactic models allows issues to be listed in trying to understand why, in general, the change is small.

Scientific Production on Early Chemistry Teacher Training Disclosed Through five Brazilian Journals (2012-2016)

“…Another characteristic that can be observed is that few researches evaluate as individuals the trainer teachers, not did any study involve the graduates from the related licentiate degree courses. Henceforth, the more sources of information involved in the process are consulted, the more effective will the research be, that is, the more complete will be the study in which trainer teacher and course graduate perceptions on the early chemistry teacher training process are considered By comparing studies by Harres et al (2012), is can be observed that the most widely used approach in researches involving early teacher training is the qualitative. From the 18 (eighteen) articles investigated by the authors, 14 (fourteen) employed this type of approach.…”

“…Teacher training is becoming a highly relevant research area, insofar as it is the teacher who will implement in the classroom the advances that are consolidated in research teaching and learning. Studies by Harres et al (2012) reveal research advances in the sciences teaching area. The authors' attention was focused on early teacher training.…”

“…The studies by Harres et al (2012), in turn, focused on 5 (five) international journals to map out the scientific productions that describe the implementation of innovative curricular strategies to promote training students' (future teachers) knowledge evolution. The 18 articles published within the established time frame, i.e, from 1995 to 2005, analyzed the following characteristics: approach, data collection technique, individuals involved, duration, research context, and implemented training curricular approaches.…”

“…This could be harnessed also to the fact that the reading of renowned authors, most being from other nationalities, features a large portion of writings published only in their native language. However, highlighting Harres et al's (2012) statement about the need to understand other languages, especially in regards to researchers under Sensu Stricto training, as it is essential to have knowledge of both Brazilian and international works.…”

A natureza da ciência no ensino de física: estratégias didáticas elaboradas por professores egressos do mestrado profissional

“…Os problemas apresentados pelo ensino de ciências na atualidade têm motivado os pesquisadores a refletirem sobre os objetivos da educação científica e os desafios presentes na escola (FOUREZ, 2003), sobre o uso de estratégias de raciocínio e solução de problemas próprios do trabalho científico (POZO; CRESPO, 2006), sobre a necessidade de problematizar os mitos e as visões de ciência que permeiam o ambiente escolar (LEDERMAN, 2007;GIL-PÉREZ et al, 2008;TREAGUST;DUIT, 2008;HARRES et al, 2012,), dentre outras diversas questões que comprometem a educação científica.…”