As contribuições do currículo de ciências do 9º ano do ensino fundamental implantado na rede estadual paulista para o desenvolvimento científico dos alunos
This research aims to determine how the sciences of the 9th grade of elementary school curriculum implemented in the state public school system contributes to the development of scientific thinking of students. In 2008, the Secretariat of São Paulo State Education began the process of implementing u...
| Autor principal: | Zoccal, Renato Cezar |
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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/1/22161 |
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| Resumo: |
This research aims to determine how the sciences of the 9th grade of elementary school curriculum implemented in the state public school system contributes to the development of scientific thinking of students. In 2008, the Secretariat of São Paulo State Education began the process of implementing unified curriculum in all public schools in the State of São Paulo, in order to improve the quality of education offered to children and youth and high school from highschool. For the effective implementation of the new curriculum, the State Government of São Paulo created the Program São Paulo makes school, through which the curriculum materials of all disciplinary components as well as Teacher's Book and Student Notebook were available. To better understand the guiding principles of Natural Science Curriculum and its technologies, specifically the final years of elementary school, the researcher appropriated the field of research and the application of questionnaires to students and teachers who work in that educational segment. The questionnaires given to students and teachers, respectively containing ten eleven issues have alternatives of multiple choices and similarities in their content, covering the advantages and constraints in implementing the standardized curriculum and development of scientific thinking of students as well as readers skills and writers, the use of ICT (Information and Communication Technologies), conducting experiments in the classroom, the fulfillment of homework, optimization of school spaces, research activities in the classroom and extracurricular and materials instructional and learning appropriate for teachers and students. All teachers involved in the survey are office holders of the discipline of science and work in state schools for more than eight years, that is, teachers accompanied in class all the official curriculum implementation process in São Paulo. After the data collection work, whose information contained in the questionnaires were converted into percentages and construction schedules, we determined that, although the implementation of the new curriculum by schools have experienced difficulties such as the lack of science laboratories for the experiments of science lessons, 75% of teachers and 56% of students consider satisfactory science curriculum, 75% of teachers and 73% of pointed perform most of the experiments proposed in the notebooks of teachers and students that are relevant for the development of investigative capacity and scientific thinking of students, 75% of teachers and 99% of students consider the current fundamental curriculum to improve the quality of education. The indices presented confirmed that 100% of teachers and 100% of recognize the importance of ICT in the curriculum provided. |
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