Programa de pós-graduação em ensino de ciências da natureza

Research Lines/Projects

This Graduate Course was planned to integrate Chemistry and Physics specific knowledge with the theoretical, methodological and epistemological aspects of Science Teaching, in addition to the use of information and communication technologies in teaching, thus contributing to Science Teaching improvement (Chemistry and Physics) in the Basic School: These characteristics are explained by their research lines and related projects.

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RESEARCH LINES AND RESPECTIVE PROJECTS FOR THE NEW PROGRAM CURRICULUM.

RESEARCH LINE 1: INCLUSIVE EDUCATION IN SCIENCE TEACHING

Analysis and production of didactic material and methods for teaching and learning aimed at improving teaching, aimed at the implementation of Science teaching plans in elementary, middle and high schools that address students’ individual differences.

PROJET 1: TRAINING TO INCLUDE: CHALLENGES AND POSSIBILITIES IN THE NATURE SCIENCE TEACHING

Abstract:

The inclusion policy instituted by the Brazilian Ministry of Education (ME), in line with the Federal Constitution and the Brazilian Statute of Persons with Disabilities, aims at ensuring a quality education for all students, signaling that regular education systems should become inclusive. This transformation must include structural and cultural aspects of the school so that all students have, in the teaching and learning processes, their specificities addressed. Regarding cultural aspects, teaching training must be consistent with the assumptions of inclusive education. Therefore, it is essential that the University, through initial and continuous education, provide environment for reflection on the teaching from the perspective of the proposition of educational practices based on respect and appreciation of differences among students. Sensory deficiencies are the object of study of this project, with the objective of investigating the obstacles to inclusion in the scope of Science Teaching in Basic Education of the regular school, associated with the elaboration of strategies and the production of teaching materials to overcome them. Underlying this objective and by the dialogue among research, teaching and extension, it seeks to create opportunities for teaching improvement, so that teachers feel challenged to elaborate and implement Nature Science Teaching plans that address individual differences of students by including in their classes those with sensory disabilities.

Keywords: Sensory deficiencies; Inclusion; Nature Sciences; Teacher Training.

Responsible: Lucia da Cruz de Almeida

Participation: Isa Costa

PROJECT 2TEACHING SCIENCE AND RACE RELATIONS

This project aims at conducting studies on the interface among teaching, science and race relations to develop anti-racist education practices. For such purpose, some themes are analyzed: Curriculum, teacher training, teaching methodology.

Responsible: Luiza Rodrigues de Oliveira

Attendees: Márcia N. Borges, Maria Bernadete Pinto dos Santos and Rose Mary Latini

RESEARCH LINE 2: EDUCATIONAL PRACTICES IN SCIENCE TEACHING

Analysis and development of educational practices in Sciences and teaching-learning processes of concepts of Physics, Chemistry and Sciences in Basic Education. 

PROJECT 1: PROCESSES AND STRATEGIES OF TEACHING LEARNING OF SCIENTIFIC CONCEPTS.

It investigates the processes of teaching and learning physical, chemical and science concepts in the real context of the school, aiming at the production of diverse didactic-methodological material for teaching since in the initial years of Basic Education that meets the demand of basic education teachers and the assumptions of a teaching action that stimulates the construction of knowledge by students.

Responsible: Eluzir Pedrazzi

Attendees: Florence Farias, Lúcia Almeida, Carlos Magno, Paulo Borges Faria, Jorge Messeder, Maria Bernadete, Marcia, Isa Costa, Augusto Cesar de Castro Barbosa.

PROJECT 2: MEDIA RESOURCES FOR SCIENCE TEACHING

Information and communication technologies show infinite possibilities in the search for knowledge and in the improvement of the teaching process. Since teaching is increasingly an interdisciplinary and transdisciplinary area, teaching strategies adopted in the classroom, under constructivist approaches, must offer new ideas about the production of students’ scientific knowledge. Thus, it is relevant that the range of educational resources available is used in a contextualized and investigative way to have a more significant learning. This project has as main objective to sensitize teachers to the production and verification of the potential of media educational resources in teaching processes and to the production and analysis of these media and software educational materials that use educational content in an innovative and pedagogically effective way. It is part of the fundamental process of updating the teaching tools available to teachers and their training and instrumentalization.

Responsible: Carlos Magno

Attendees: Jorge Messeder, Márcia N. Borges, Eluzir Chacon, Isa Costa, Rose Mary Latini

PROJECT 3: THE CONTRIBUTIONS OF THE HISTORICAL-CULTURAL APPROACH TO SCIENCE TEACHING

The objective is to build a dialogue between Developmental Psychology and Science Teaching beyond the models that traditionally address these fields of knowledge and that accentuate the idea of an individual and universal human nature in the development process, denying the possibility of cultural circumstances. Therefore, the perspective is to develop an interface between psychology and science teaching based on studies of subjectivity as a historical-cultural process.

Responsible: Maria Bernadete Pinto dos Santos

Attendees: Luiza Rodrigues de Oliveira, Rose Mary Latini, Valmir Cândido Sbano

RESEARCH LINE 3: SCIENCE TEACHING AND SCIENTIFIC DISSEMINATION

Research on the processes of production and socialization of knowledge in environments of scientific dissemination and on the dialogue between school scientific education and non-formal environments of science education.

PROJECT 1: SCIENTIFIC LITERACY IN FORMAL AND NON-FORMAL EDUCATION ENVIRONMENTS

Over the years, many Museums and Centers for Scientific Dissemination have been researching ways of increasing and improving scientific dissemination among students from public and private schools in different Brazilian regions. These non-formal environments also seek increasingly to reach the general public using a playful approach to the scientific-content themes presented by their museum collection for scientific literacy. The UFF Center for Dissemination of Sciences, known mainly as Casa da Descoberta, is an example of a Scientific Dissemination Center with an important regional scope, either in its physical environment located on the Campus of Boa Viagem, or in its roaming activities around Niterói, reaching an audience of more than ten thousand people. This project aims at using these teaching environments, such as Casa da Descoberta, for the study of the development and analysis of new actions and educational collections in Sciences, such as Biology, Physics and Chemistry

Responsible: Carlos Magno

Attendees: Márcia N. Borges, Isa Costa, Eluzir Chacon, Paulo Borges.

RESEARCH LINES 4: ENVIRONMENTAL EDUCATION IN SCIENCE TEACHING

Studies on the dialogue between Environmental Education and Science Teaching in the investigation and production of educational practices in formal and non-formal education environments, in the initial and continuing training of teachers, in the analysis and production of teaching materials and documents aimed at Science Teaching.

PROJECT 1: PARTICIPATORY METHODOLOGIES, CRITICAL ENVIRONMENTAL EDUCATION AND SCIENCE TEACHING.

Description: With the approximation of the school scenario, we seek the analysis and development of educational practices in Sciences and materials that are articulated with the principles of critical environmental education and participatory methodologies. The methodological-theoretical orientation is the cultural historical approach.

Responsible: Rose Mary Latini

Attendees: Luiza Rodrigues de Oliveira, Maria Bernadete Pinto dos Santos, Roberto Meigikos

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