Edenia Maria Ribeiro do Amaral

Ensino de ciências e educação ambiental no nível fundamental: análise de algumas estratégias didáticas

This work aims to analyze teaching strategies adopted by science teachers in order to deal with environmental themes in three secondary public schools, involving students of years 5 and 6, in Escada (PE), Brazil; and to evaluate how specific strategies can contribute to the inclusion of Critical Environmental Education at that level of instruction. Data were analyzed taking into account an analytical framework for discursive dynamics in science classrooms proposed by Mortimer and Scott (2002). Results pointed out that some didactical strategies can be considered as fundamental to developing Critical Environmental Education in the classroom, since they contribute to changing instruction, which is normally supported just by the textbook. Beyond this they can launch dialogic. approaches to the content starting from an interactive process of discussion in the classroom. Analysis also pointed out a necessary redefinition of programs for science teachers professional development focused on Critical Environmental Education principles.

Analisando a implementação de uma abordagem CTS na sala de aula de química

In this work, we have analyzed how two Chemistrys teachers developed a planned teaching sequence starting from a STS perspective in their classrooms, trying to identify obstacles and difficulties in engaging this pedagogical practice and taking into account this perspective for science teaching. Lessons were video recorded, transcribed and data were analyzed considering the discursive dynamic established between the teacher and the students. Data analysis showed that possible obstacles to developing didactic activities cannot be associated only with the teachers practice and experience, but also can be related to aspects, such as: the lack of technical information about the theme studied; continuous improvement related to the technological artifacts; themes requiring a more complex scientific understanding; difficulties in properly putting together scientific concepts and technology implicated with relevant social problems; and difficulty with appropriate didactical sources to approach these specific subjects in science classrooms.

O papel das interações sociais e de atividades propostas para o ensino-aprendizagem de conceitos químicos

Este trabalho teve como objetivo analisar o papel das interacoes sociais e de atividades didaticas propostas em aulas de Quimica. Apresenta discussoes com base nas teorias sociointeracionistas de Vygotsky e Leontiev, suas implicacoes e abordagens nos diversos processos de construcao de conceitos. O trabalho foi realizado em uma Escola Publica de Pernambuco, onde foram observados doze alunos, os quais participaram de diferentes tipos de atividade em sala de aula. Essas atividades, realizadas em pequenos grupos, sob a supervisao da professora, foram analisadas considerando-se como relevantes as oportunidades de interacao e discussao que as mesmas possam ter possibilitado entre os alunos durante as aulas. Os resultados apontaram para a importância do planejamento de atividades que promovam um processo coletivo, cooperativo e interacionista de ensino e aprendizagem, reforcando o papel do outro na formacao mais ampla dos alunos e contribuindo para uma melhor significacao dos conceitos cientificos.

Analyzing Discursive Interactions in Science Classrooms to Characterize Teaching Strategies Adopted by Teachers in Lessons on Environmental Themes

The chapter analyzes discursive interactions in science classrooms to characterize teaching strategies adopted by teachers when addressing environmental issues. We studied classes taught at three different public elementary and secondary schools in Escada, a town located in Pernambuco, Brazil. We analyzed six episodes extracted from 6 of 28 video-recorded lessons involving three science teachers and sixth and seventh grade students. Our analysis took into account discursive dynamics proposed by Mortimer and Scott. We also considered teaching strategy interventions whereby teachers exposed students to situations, phenomena, and scientific concepts to promote science learning and to engage students in decision-making processes. Our results show that the analysis of discursive interactions characterized various teaching strategies in classrooms and revealed different aspects of science teaching and learning that promote scientific literacy. For instance, interactive/dialogic communicative approaches seemed to encourage students to actively participate in classroom discussions and engage in meaning making in regards to scientific concepts and attitudes. Moreover, the content of classroom interactions involving different perspectives seemed to support learning beyond conceptual dimensions and motivate students to make decisions when faced with relevant socioscientific issues.

Analysing processes of conceptualization for students in lessons on substance from the emergence of conceptual profile zones

In this paper, we analyze the process of conceptualization experienced by students in Secondary School when involved in activities in a teaching and learning sequence on the concept of substance, considering the emergence of zones of the conceptual profile. The results point out that the approaches to different modes of thinking of substance enabled the teacher to discuss and confront ideas, leading students to construct or share meanings stabilized in a scientific view. The conceptual profile was an important tool to design activities by creating discursive contexts involving different modes of thinking about substance, which contributed to raising specific discussions involving historical, scientific and social contexts to understand senses and meanings for substances.

Concepções sobre Substância: Relações entre Contextos de Origem e Possíveis Atribuições de Sentidos

Para um melhor entendimento do conceito de substância, consideramos que este deve ser ensinado com base nas concepcoes informais que os alunos apresentam. Algumas dessas concepcoes informais encontram sentido nos contextos em que se originam, sendo esta uma das razoes para a persistencia delas apos a instrucao formal. Ao apresentar os conceitos cientificos, e importante discutir diferentes sentidos e significados associados a estes. Este artigo teve como objetivo analisar concepcoes de alunos e professores do ensino medio sobre o conceito de substância, identificando a natureza dessas ideias e o contexto ao qual elas podem estar associadas. Aplicamos um questionario a professores e alunos de quimica do ensino medio e, apos a analise, verificamos diferentes modos de pensar o conceito de substância associados a diversos contextos de origem. Consequentemente, em situacoes de aprendizagem, os alunos nao conseguem situar ideias cientificas em relacao as suas concepcoes informais. substância, concepcoes informais, contextos de origem

Zonas do Perfil Conceitual de Calor que Emergem na Fala de Professores de Química

Zonas do Perfil Conceitual de Calor Vol. 37, No Especial 1, p. 55-67, JULHO 2015 Quím. nova esc. – São Paulo-SP, BR. Antônio Inácio Diniz Júnior (junyordiniz07@hotmail.com), licenciado em Química (UFRPE), é mestrando do Programa de Pós-graduação em Ensino das Ciências (UFRPE). Recife, PE – BR. João Roberto Ratis Tenório da Silva (joaoratistenorio@gmail.com), licenciado em Química (UFRPE), mestre em Ensino das Ciências (UFRPE), doutorando em Psicologia Cognitiva (UFPE), é professor assistente da Universidade Federal Rural de Pernambuco. Recife, PE – BR. Edenia Maria Ribeiro do Amaral (edsamaral@uol.com.br), graduada em Engenharia Química (UFPE), mestre em Ciências e Tecnologias Energéticas Nucleares (UFPE), doutora em Educação (UFMG), pós-doutorado no Centre for Studies in Science and Mathematics Education, University of Leeds, é professora associada da Universidade Federal Rural de Pernambuco. Recife, PE – BR. Recebido em 13/10/2014, aceito em 02/02/2015 Zonas do Perfil Conceitual de Calor que Emergem na Fala de Professores de Química

Una Secuencia Didáctica para Abordar el Concepto de Calor en la Enseñanza de Estudiantes Preuniversitarios

In this paper a teaching sequence to describe and teach the concept of “heat” is presented and analyzed. The study is based on the theory of conceptual profile given by Mortimer, applied to a pre-university course from a high school, in Brazil. The comprehension of concept such as heat, discussed in this work is many times crucial for the success of student during their first courses in the university. A didactic sequence is developed and applied to relate the material world of students with scientific concepts such as heat. The proposal includes the use of commercial videos, academic software and a virtual experiment popular on the Internet. The results show that the proposed didactic sequence is appropriate for the better comprehension of the concept of heat by students.

Pesquisa em ensino de biologia: características da produção acadêmica do Programa de Pós-Graduação em Ensino de Ciências da Universidade Federal Rural de Pernambuco, Brasil

Este artigo apresenta um estudo referente a pesquisa em ensino de Biologia, pautado na descricao, analise e caracterizacao das dissertacoes defendidas no Programa de Pos-Graduacao em Ensino de Ciencias (PPGEC), da Universidade Federal Rural de Pernambuco (UFRPE). Para tal, foram analisadas 41 dissertacoes defendidas no periodo de 2003 a 2009, a partir de descritores propostos pelo Centro de Documentacao em Ensino de Ciencias (CEDOC), da Faculdade de Educacao da Universidade Estadual de Campinas (UNICAMP): ano de defesa, autor e orientadores, nivel de ensino, foco tematico e genero do trabalho academico. Os resultados mostraram que a pesquisa em Ensino de Biologia do PPGEC/UFRPE apresenta caracteristicas comuns a pesquisa nessa area em âmbito nacional, como o predominio de problematicas que envolvem a Educacao Basica. E, tambem, caracteristicas singulares que refletem o processo de implantacao e consolidacao do curso de mestrado do PPGEC/UFRPE.