Percepção pedagógica: história da ciência nos livros didáticos do ensino fundamental
The study aimed to analyze how the history of science is being conveyed in textbooks of science used by state schools Janiópolis/PR, especially in relation to its form and intent. Was also investigated the science teachers of opinion related to these materials and issues related to their training an...
| Autor principal: | Kuchake, Hellen Priscila Paiva |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/22127 |
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| Resumo: |
The study aimed to analyze how the history of science is being conveyed in textbooks of science used by state schools Janiópolis/PR, especially in relation to its form and intent. Was also investigated the science teachers of opinion related to these materials and issues related to their training and performance in class. The option for the study of the textbook was made due to its strong presence in the teaching-learning process, so we identified the need to assess the possible deficiencies and contribute suggestions for its transformation. It was developed through literature, through systematic analysis of books and qualitative to analyze the representations of the teachers on the subject. It was found with the data collected, all investigated textbooks are addressing the history of science, however, most of this described superficially, and out of the main text, where scientists work individually and linearly beyond this, the amount of activities related to the theme was very low. As for the teachers, all hold their training related to insufficient scientific historical context, are critical to textbooks and finally recognize that students leave without suitable training in the history of science. With these results it observed that the history of science contained in the textbooks is insufficient. So it is up to teachers searches in other materials. Because of these considerations, it must be said that changes should begin in degree courses, they need to provide specific disciplines or work this context within other materials and the importance of continuing education courses related will issue from speaking, being aware of importance of historical analysis, teachers may be more critical in the choice of textbooks in addition know when necessary to seek other materials, ensuring a significant learning experience for their students. |
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