Banca de QUALIFICAÇÃO: ADRIANA BIGIDO ROCHA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ADRIANA BIGIDO ROCHA
DATA : 23/03/2022
HORA: 09:00
LOCAL: Por meio remoto
TÍTULO:

INQUIRY-BASED LEARNING IN EARLY CHILDHOOD EDUCATION: EVOLUTION IN UNDERSTANDING, IN THE METACOGNITIVE SKILLS INVOLVED AND THE MOBILIZATION OF KNOWLEDGE IN TEACHER EDUCATION

PÁGINAS: 70
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

In this work, we will investigate the evolution process in the understanding of Kindergarten teachers, in Science education through investigative classes considering the relationship between knowledge about inquiry-based learning, metacognition and mobilized knowledge. For data collection, an extension course will be offered at UFABC, for a group of 50 teachers, from Kindergarten, aiming to deepen the knowledge about classes from an investigative perspective in Science and also about metacognition and the knowledge mobilized by them. As a proposal for the investigation, professors during the extension course will fill out a questionnaire in which the intention is to verify individual prior ideas about investigative classes and metacognition. Afterwards, they will elaborate a didactic sequence based on their experiences as a teacher, where aspects about investigative classes and also about metacognition will be discussed. Afterwards, they will experience an investigative activity proposed by the researchers in order to collect the teachers' perceptions on this subject. Finally, the teachers will elaborate a new didactic sequence based on the new knowledge acquired. Audiovisual recording and transcriptions of the entire process will be made. Semi-structured interviews will be carried out with the teachers, after the end of the course, which will serve as a basis for collecting information about the knowledge acquired by the teachers, at the end of the extension course, about the investigative classes, metacognition and the knowledge mobilized by the teachers, complementing points not yet properly clarified, closing the data analysis. As a form of analysis, the stages of a class from an investigative perspective will be identified, as well as their possible evolutions, according to the categories of Zômpero and Laburu (2011), using the content analysis of Bardin (2011).Regarding metacognition, it will be observed whether the metacognitive aspects proposed by Schraw (1998) – knowledge about cognition and the regulation of cognition – are considered and how, considering the classes (initial and final). Finally, we are going to identify and analyze the teaching knowledge mobilized in all these stages (TARDIF, 2014).

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 2312902 - SOLANGE WAGNER LOCATELLI
Membro Titular - Examinador(a) Interno ao Programa - 280.027.908-71 - LEONARDO ANDRÉ TESTONI - UNIFESP
Membro Titular - Examinador(a) Externo à Instituição - CLECI TERESINHA WERNER DA ROSA
Membro Suplente - Examinador(a) Interno ao Programa - 2137432 - PATRICIA DA SILVA SESSA
Membro Suplente - Examinador(a) Externo à Instituição - ELAINE ANGELINA COLAGRANDE - UNIFAL-MG