Banca de QUALIFICAÇÃO: KARIN SALMAZZI GUEDES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : KARIN SALMAZZI GUEDES
DATA : 04/11/2020
HORA: 14:00
LOCAL: banca remota
TÍTULO:

Teacher Education for Scientific Literacy and Scientific Inquiry Teaching: Learning in a Professional Development Course that is part of the Implementation of a New Curriculum

PÁGINAS: 100
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The challenges of initial and in-service teacher education for teaching science have been broadly acknowledged, as well as the importance of promoting teacher learning for autonomy and agency. The aim of this study is to contribute for understanding how elementary school teachers learn notions of Scientific Inquiry Teaching and Scientific Literacy in the context of in-service teacher education courses. In particular we seek to investigate: How a teacher-educator and a group of teachers construct discursively what counts as Scientific Literacy and Scientific Inquiry Teaching in an inservice teacher education course related to the implementation of a Science curriculum based on the perspective of Scientific Inquiry Teaching and Scientific Literacy? ". We focus on the specific questions: 1) How do teachers and the teacher educator construct discursively what counts as Scientific Literacy and Scientific Inquiry Teaching during discussions and working in small groups in this course ?; and 2) How does the teacher educator uses the metadiscourse and what are the consequences of this metadiscourse for the discursive construction of knowledge about Scientific Literacy and Scientific Inquiry Teaching in the class?

The course was offered by the educational department that implemented the new curriculum, it lasted twenty-five hours, and it involved the introduction of central elements of the curriculum proposal with different activities. Participants were: i) 31 public school teachers who worked in elementary and/or middle school; and ii) a teacher educator with previous experience in teacher education, and who served as a public school teacher in middle school and in high school chemistry. The main sources of data were participant observation, with records in a field notes, and audio and video records, as well as artifacts produced during the course and/or related to the implementation. Transcriptions were made at the macroscopic levels with the construction of lessons tables and event maps. Based on these representations, an event was selected for entering the data, considering the potential of this event to contribute to answer the research questions. An initial word-by-word transcription and initial microscopic analyzes were performed.

Preliminary analysis indicate that there is a diversity of perspectives on what is considered an investigative activity and there is evidence that the interaction between participants during the course creates opportunities for reflections on such concepts, mainly through the mediation of the teacher education. This process is enhanced by the different ways of relating the notions of Scientific Literacy and Scientific Inquiry Teaching with teachers' experiences in their classrooms. The study has the potential to contribute to research on continuing and initial teacher education, as well as reflections on the pedagogical practice of trainers. Plans for future analysis are discussed.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 1371962 - DANUSA MUNFORD
Membro Titular - Examinador(a) Interno ao Programa - 1619011 - MARIA CANDIDA VARONE DE MORAIS
Membro Titular - Examinador(a) Externo à Instituição - DANIELA LOPES SCARPA - USP
Membro Suplente - Examinador(a) Externo ao Programa - 3047468 - RENATA DE PAULA OROFINO SILVA
Membro Suplente - Examinador(a) Externo à Instituição - Kely Cristina Nogueira Souto