Banca de DEFESA: GIOVANNI SCATAGLIA BOTELHO PAZ

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : GIOVANNI SCATAGLIA BOTELHO PAZ
DATE: 09/05/2024
TIME: 16:00
LOCAL: Auditório 801 do 8º andar do Bloco B do Campus de Santo André da Universidade Federal do ABC
TITLE:

Pedagogical knowledge in science teaching through inquiry of single-teacher: conceptions and practices.

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This work addresses a study that explored the pedagogical knowledge of single-teacher educators regarding inquiry-based science teaching, highlighting formative gaps in their understanding of this approach and the importance of metacognition in the assessment process.

The study investigated how teachers implemented protocol-based experimental activities, which restrict students' freedom of action, instead of promoting autonomous and collaborative learning. It was observed that these practices limit the development of scientific and creative skills, as students are directed to follow predetermined steps without the opportunity to explore and make creative connections.

The identified formative gaps were particularly evident concerning inquiry-based science teaching in the early years of elementary education. Teachers often used fluctuating assessment criteria, focused on behavior and participation, rather than clear measures of learning and understanding. This reflects the lack of assessment training within teacher education, leading to practices that deviate from formative aspects of student learning.

Metacognition, the ability to reflect on one's own thinking and learning processes, was an area where teachers seemed to have a more robust knowledge. They recognized the importance of assessing their own teaching practices for future improvement but faced challenges in applying this reflection practically, especially in terms of adjusting their assessment methods.

The study concluded that teacher training in assessment is crucial for improving pedagogical practice and student performance. The formative gaps indicate the need for deeper and more theoretical training in assessment, as well as the importance of integrating metacognition into daily teaching practices. The research suggests that without proper training, teachers may adopt evaluative practices that are not beneficial for student development, and these practices may have lasting impacts on their academic and professional careers.

COMMITTEE MEMBERS:
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 - MARIA EUNICE RIBEIRO MARCONDES - USP
Membro Titular - Examinador(a) Externo à Instituição - CLECI TERESINHA WERNER DA ROSA - UPF
Membro Titular - Examinador(a) Externo à Instituição - ROQUE ISMAEL DA COSTA GÜLLICH - UFFS
Membro Suplente - Examinador(a) Externo ao Programa - 1802150 - MARCO ANTONIO BUENO FILHO
Membro Suplente - Examinador(a) Externo à Instituição - RONALDO SANTOS SANTANA - UFF