Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná
Nowadays is observable difficulties in the school environment, mainly in relation to the interest and curiosity of the students as the contents taught in the classroom. Among the possibilities directed to the diversification and search for the most dynamic and interactive classes it contrast the use...
| Autor principal: | Marques, Pamela Maceno |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
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Universidade Tecnológica Federal do Paraná
2020
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http://repositorio.utfpr.edu.br/jspui/handle/1/15630 |
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riut-1-156302020-11-19T11:53:12Z Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná Didactic modalities in the science classes: sayings of students and teachers of a public school in the western region of Paraná Marques, Pamela Maceno Fujii, Rosangela Araujo Xavier Oliveira, Daian Guilherme Pinto de Schneider, Eduarda Maria Fujii, Rosangela Araujo Xavier Ciência - Estudo e ensino Didática Aprendizagem Science - Study and teaching Didatics Learning CNPQ::CIENCIAS BIOLOGICAS Nowadays is observable difficulties in the school environment, mainly in relation to the interest and curiosity of the students as the contents taught in the classroom. Among the possibilities directed to the diversification and search for the most dynamic and interactive classes it contrast the use of different didactic modalities in the teaching and learning process. In this context, the present project was directed to check which are the didactic modalities most used in the classes of Sciences, in a public school in the western of the state of Paraná. The data were constructed through two questionnaires: one directed to the students of the final stage of Elementary School (ninth grade) and another to Science teachers. The questionnaire contained items identifying the participants' profile (gender, age, city where they live, among others) and items related to the existing resources in the school and didactic modalities used in the science classes taught in 2018. The data were analyzed qualitatively according to the theoretical and methodological assumptions of Content Analysis. Sixty students and two teachers participated in the research. Most of the students were between the ages of 13 and 15, studying in the afternoon period, never studied in another school and considered the science classes as "excellent", "very good" or "good". The teachers were graduates of Sciences with qualification in Biology, specialists in Methodology of the teaching and learning of Sciences, teaching science to 5 classes or more and mentioning the scarcity of time, infrastructure and financial resources as obstacles to the diversification of didactic modalities in the teaching and learning process of Sciences. Regarding the resources available at the school, most of the students and teachers confirmed the existence of diversified spaces and materials such as science lab, computer room, library, multimedia projector and pen drive TV in classrooms. Regarding the didactic modalities, the students affirmed as "very used" the lectures, dialogues, directed study and the resolution of exercises and problems, mentioning as "never used" the field classes, science fair, dramatizations, interviews and simulations, coinciding with the answers provided by the teachers. The teachers affirmed to consider as most significant modalities the researches, debates, resolution of exercises, reading, experiences, group work, demonstrative classes and practices while the students emphasized the importance of modalities that favor "exposing our ideas" and "leaving the room". It was concluded that different didactic modalities are used in school science classes, although the expository classes and individualized activities in the classroom prevail. Atualmente são perceptíveis as dificuldades no meio escolar, principalmente em relação ao interesse e curiosidade dos alunos quanto aos conteúdos trabalhados em sala de aula. Entre as possibilidades direcionadas à diversificação e busca por aulas mais dinâmicas e interativas destaca-se a utilização de distintas modalidades didáticas no processo de ensino e aprendizagem. Nesse contexto, o presente trabalho esteve direcionado a levantar quais são as modalidades didáticas mais utilizadas por professores de Ciências, em uma escola pública na região oeste do estado do Paraná. Os dados foram construídos por meio de dois questionários: um direcionado aos alunos da etapa final do Ensino Fundamental (nono ano) e outro aos professores de Ciência. O questionário conteve itens de identificação do perfil dos participantes (gênero, idade, cidade onde reside, etc) e itens relacionados aos recursos existentes na escola e modalidades didáticas utilizadas nas aulas de Ciências ministradas em 2018. Os dados foram analisados qualitativamente segundo os pressupostos teóricos e metodológicos da Análise de Conteúdo. Participaram da investigação 60 alunos e 02 professores. Em relação aos recursos existentes na escola a maioria dos alunos e professores confirmaram a existência de espaços e materiais diversificados como laboratório de Ciências, sala de informática, biblioteca, projetor multimídia e TV pendrive nas salas de aula. Em relação às modalidades didáticas os alunos afirmaram como “muito utilizado” as aulas expositivas, aulas dialogadas, estudo dirigido e a resolução de exercícios e problemas, citando como “nunca utilizado” as aulas de campo, feira de ciências, dramatizações, entrevistas e simulações, coincidindo com as respostas fornecidas pelos professores. Os professores afirmaram considerar como modalidades mais significativas as pesquisas, debates, resolução de exercícios, leitura, experiências, trabalhos em grupo, aulas demonstrativas e práticas e os estudantes enfatizaram a importância de modalidades que favoreçam o “expor nossas ideias” e “sairmos da sala”. Conclui-se que os professores utilizam diferentes modalidades didáticas nas aulas de Ciências embora prevaleçam as aulas expositivas e atividades individualizadas em sala. 2020-11-19T11:53:12Z 2020-11-19T11:53:12Z 2018-12-10 bachelorThesis MARQUES, Pamela Maceno. Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná. 2018. 53 f. Trabalho de Conclusão de Curso (Graduação) - Universidade Tecnológica Federal do Paraná, Santa Helena, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/15630 por openAccess application/pdf Universidade Tecnológica Federal do Paraná Santa Helena Brasil Licenciatura em Ciências Biológicas UTFPR |
| institution |
Universidade Tecnológica Federal do Paraná |
| collection |
RIUT |
| language |
Português |
| topic |
Ciência - Estudo e ensino Didática Aprendizagem Science - Study and teaching Didatics Learning CNPQ::CIENCIAS BIOLOGICAS |
| spellingShingle |
Ciência - Estudo e ensino Didática Aprendizagem Science - Study and teaching Didatics Learning CNPQ::CIENCIAS BIOLOGICAS Marques, Pamela Maceno Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná |
| description |
Nowadays is observable difficulties in the school environment, mainly in relation to the interest and curiosity of the students as the contents taught in the classroom. Among the possibilities directed to the diversification and search for the most dynamic and interactive classes it contrast the use of different didactic modalities in the teaching and learning process. In this context, the present project was directed to check which are the didactic modalities most used in the classes of Sciences, in a public school in the western of the state of Paraná. The data were constructed through two questionnaires: one directed to the students of the final stage of Elementary School (ninth grade) and another to Science teachers. The questionnaire contained items identifying the participants' profile (gender, age, city where they live, among others) and items related to the existing resources in the school and didactic modalities used in the science classes taught in 2018. The data were analyzed qualitatively according to the theoretical and methodological assumptions of Content Analysis. Sixty students and two teachers participated in the research. Most of the students were between the ages of 13 and 15, studying in the afternoon period, never studied in another school and considered the science classes as "excellent", "very good" or "good". The teachers were graduates of Sciences with qualification in Biology, specialists in Methodology of the teaching and learning of Sciences, teaching science to 5 classes or more and mentioning the scarcity of time, infrastructure and financial resources as obstacles to the diversification of didactic modalities in the teaching and learning process of Sciences. Regarding the resources available at the school, most of the students and teachers confirmed the existence of diversified spaces and materials such as science lab, computer room, library, multimedia projector and pen drive TV in classrooms. Regarding the didactic modalities, the students affirmed as "very used" the lectures, dialogues, directed study and the resolution of exercises and problems, mentioning as "never used" the field classes, science fair, dramatizations, interviews and simulations, coinciding with the answers provided by the teachers. The teachers affirmed to consider as most significant modalities the researches, debates, resolution of exercises, reading, experiences, group work, demonstrative classes and practices while the students emphasized the importance of modalities that favor "exposing our ideas" and "leaving the room". It was concluded that different didactic modalities are used in school science classes, although the expository classes and individualized activities in the classroom prevail. |
| format |
Trabalho de Conclusão de Curso (Graduação) |
| author |
Marques, Pamela Maceno |
| author_sort |
Marques, Pamela Maceno |
| title |
Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná |
| title_short |
Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná |
| title_full |
Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná |
| title_fullStr |
Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná |
| title_full_unstemmed |
Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná |
| title_sort |
modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do paraná |
| publisher |
Universidade Tecnológica Federal do Paraná |
| publishDate |
2020 |
| citation |
MARQUES, Pamela Maceno. Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná. 2018. 53 f. Trabalho de Conclusão de Curso (Graduação) - Universidade Tecnológica Federal do Paraná, Santa Helena, 2018. |
| url |
http://repositorio.utfpr.edu.br/jspui/handle/1/15630 |
| _version_ |
1805316297569861632 |
| score |
10,814766 |