Banca de QUALIFICAÇÃO: VITOR MARTINS MENEZES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : VITOR MARTINS MENEZES
DATA : 11/02/2020
HORA: 14:30
LOCAL: sala 306, 3º andar, Bloco B, Campus SA da Fundação Universidade Federal do ABC, localizada na Avenida dos Estados, 5001, Santa Terezinha, Santo André, SP
TÍTULO:

Investigating the Moon: Epistemic Practices in an Investigative Teaching Sequence for Astronomy Teaching

PÁGINAS: 168
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

This study is part of a qualitative research perspective, which addresses three major themes: "teaching of astronomy", "teaching science by research" and "epistemic practices". Our main research objective is to identify which epistemic practices are mobilized by students during an investigative astronomy teaching sequence and to analyze how they relate to the stages of sequence. Therefore, in one of the methodological stages, we developed an astronomy sequence whose main theme was the “Moon” and themes related to this star (phases of the Moon, eclipses and History of Sciences). We applied this sequence during some 8th grade science classes in a private school located in the city of Arujá-SP. The data analyzed in this research comes from the data collection performed during this application, which occurred through audio and video recordings, participant observation, field diary and written productions of students. From the analysis, we delimited the occurrence of four episodes, however, in this qualification text, we analyze and present only the results related to episode 1 (“What are and how to demonstrate the causes of the phases of the moon?”). The audiovisual recordings were transcribed and the written productions scanned, so that we could interpret and categorize the epistemic practices mobilized by the students in these situations, based on the list of analysis categories produced by Silva (2015). We find that certain epistemic practices are mobilized more often at a certain stage of sequence, while others begin to be mobilized only when a particular activity begins. Thus, our partial results indicate relationships between the mobilization of practices and the stages of sequence, and it can be seen that some activities and / or stages of sequence stimulate and encourage the work of specific practices to the detriment of others. As stated, for our work of categorizing mobilized epistemic practices, we adopted a set of practices that already existed in the literature, but felt that certain actions of the participating students were unrelated to any of these practices, which required the “creation” of a new practice. entitled “identify / classify”, mobilized several times by students throughout episode 1, both orally and in writing. At first, we understand that this practice is common to the teaching of astronomy, due to its characteristics

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 2137432 - PATRICIA DA SILVA SESSA
Membro Titular - Examinador(a) Interno ao Programa - 1619011 - MARIA CANDIDA VARONE DE MORAIS
Membro Titular - Examinador(a) Externo à Instituição - SILVIA LUZIA FRATESCHI TRIVELATO - USP
Membro Suplente - Examinador(a) Interno ao Programa - 1054677 - EVONIR ALBRECHT
Membro Suplente - Examinador(a) Externo à Instituição - CELI RODRIGUES CHAVES DOMINGUEZ - USP