Modelos didáticos no discurso de professores de ciências
Carregando...
Data
2006-12
Título da Revista
ISSN da Revista
Título de Volume
Editor
Resumo
This paper presents the results of research carried out among Science Teachers at
Municipal Schools in Goiânia, State of Goiás. In 2000, questionnaires were sent out to all the
teachers, of whom 56 (43%) replied. Through an analysis of these questionnaires, an
identification of the didactic models underlying their ideas on teaching/learning was made in
the hope of delineating the profile of municipal science teaching which has been going
through a process of curriculum re-structuring at primary school level, since 1998, with the
implementation of formation cycles. Results show that teachers are going through a period of
conception change which is probably a result of the experience of living through this process
of curriculum restructuring. The profile is characterized as an eclectic didactic model,
combining shades of different models identified in the literature: traditional, technological,
spontaneous-activist and school research models; however, closer to the spontaneous model.
The inclusion of certain presuppositions from other didactic models could further indicate a
period of evolution in the professional development of Science teachers, which may constitute a significant space for reflection on the aims of education and on day-by-day classroom
practices.
Descrição
Palavras-chave
Modelos didáticos, Ensino de ciências, Formação de professores, Didactic model, Science teaching, Teacher formation
Citação
GUIMARÃES, Gislene Margaret Avelar; ECHEVERRIA, Agustina Rosa; MORAES, Itamar José. Modelos didáticos no discurso de professores de ciências. Investigações em Ensino de Ciências, Porto Alegre, v. 11, n. 3, p. 303-322, dez. 2006.