PLANEJAMENTO E CONDUÇÃO DE DISCUSSÕES SOBRE NATUREZA DA CIÊNCIA OCORRIDAS EM UMA SITUAÇÃO DE ENSINO FUNDAMENTADA EM MODELAGEM CONDUZIDA POR UMA PROFESSORA EM FORMAÇÃO
PLANNING AND CONDUCTING OF DISCUSSIONS ABOUT NATURE OF SCIENCE IN A MODELLING-BASED TEACHING SITUATION CONDUCTED BY A PRE-SERVICE TEACHER
DOI:
https://doi.org/10.1590/1983-21172019210124%20Palavras-chave:
Natureza da ciência; Ensino fundamentado em modelagem Planejamento e condução de ensino.Resumo
Neste artigo apresentamos os resultados de uma pesquisa que investigou (i) como uma licencianda identificou aspectos de natureza da ciência (NdC) possíveis de serem discutidos no contexto de ensino fundamentado em modelagem; (ii) como tais discussões foram conduzidas; e (iii) a participação dos estudantes nas mesmas. As aulas ocorreram em uma turma do primeiro ano do ensino médio. Os dados que subsidiaram nossas análises foram coletados a partir de registro em vídeo do planejamento e da condução das aulas. Neste último caso, focamos nos debates e interações entre licencianda e estudantes. Os resultados mostram que, apesar de a licencianda ter sido capaz de identificar todos os aspectos possíveis de serem discutidos a partir daquelas atividades de modelagem, nem sempre a condução das aulas resultou na participação dos estudantes e expressão de suas ideias sobre NdC. Isto ocorreu somente quando a licencianda explorou os conhecimentos vivenciados pelos estudantes durante as discussões dos processos de modelagem desenvolvidos por eles. Isto mostra o papel essencial do professor na condução dessas atividades e aponta para a necessidade de que os processos de formação de professores favoreçam instruções sobre NdC que contemplem discussões sobre o assunto e explorem aspectos práticos desse ensino.
In this paper, we present the results of a study that investigated (i) how a pre-service teacher identified aspects about nature of science (NOS) that could be discussed in a modelling-based teaching context; (ii) how such discussions were conducted; and (iii) the student participation in the discussions. The classes took place in a regular first year medium level class. Data that supported our analysis were collected from video recording of the planning and conducting of the classes. In the latter case, we focus on debates and interactions between the pre-service teacher and the students. The results show that, although the pre-service teacher was able to identify all possible aspects that could be discussed from those modeling activities, the conduction of the classes didn’t always result in the participation and expression of students’ ideas about NOS. This occurred only when the pre-service teacher explored the students’ knowledge experienced during the discussions of the modelling processes in which they participated. This shows the essential role the teacher plays in the conduction of the activities and points out the need for the inclusion of instruction on NOS in teachers’ education that could support the development of their content and pedagogical knowledge related to NOS.
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