dc.contributor | Santarosa, Maria Cecília Pereira | |
dc.contributor | http://lattes.cnpq.br/7310867402763253 | |
dc.contributor | Garcia, Isabel Krey | |
dc.contributor | Bulegon, Ana Marli | |
dc.contributor | Fioreze, Leandra Anversa | |
dc.contributor | Kato, Lilian Akemi | |
dc.contributor | Sant'Ana, Marilaine de Fraga | |
dc.creator | Halberstadt, Fabrício Fernando | |
dc.date.accessioned | 2021-10-25T19:52:05Z | |
dc.date.accessioned | 2022-10-07T23:43:30Z | |
dc.date.available | 2021-10-25T19:52:05Z | |
dc.date.available | 2022-10-07T23:43:30Z | |
dc.date.created | 2021-10-25T19:52:05Z | |
dc.date.issued | 2021-06-02 | |
dc.identifier | http://repositorio.ufsm.br/handle/1/22609 | |
dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/4041389 | |
dc.description.abstract | Modeling can consist of a methodological possibility to move towards a conceptual construction that
considers the complexity of the relations between science and mathematics. Based on this premise,
the following research problem was investigated in this work: How do the conceptual relationships
evolve on the scientific and mathematical modeling identified in teachers in these areas of teaching in
an environment of continuing education characterized by the confrontation of these subjects with
situations in the context of modeling, in an environment of reflection, discussion and accomplishment
of activities, proposed in a discipline at the Graduate level? The main objective was to identify possible
conceptual relationships between the areas of Science and Mathematics, expressed by teachers in
continuing education, as well as to investigate the process of evolution of these relationships in the
context of modeling throughout a discipline of the Post-Graduate Program Education in Science: Life
Chemistry and Health (PPGECQVS) at the Federal University of Santa Maria (UFSM), taught in the
first semester of 2019 and with the participation of six students. As an epistemological reference to
guide the research, Stephen Toulmin's ideas were sought, for which, similarly to Darwinian Theory,
scientific concepts also have natural selection and, thus, can be possible to think of a conceptual
evolution. The analysis of the conceptual evolution of the participants of the discipline was made in
view of the Theory of Conceptual Fields. The central preoccupation was to propose productive
situations and analyze evidence on their possible contributions to the conceptualization process in the
context of modeling. The research was qualitative and consisted of a field study of the case study
type. The data records consisted of: previous questionnaire; students' productions during the course
(concept maps, Gowin diagrams V, didactic units and other elaborated materials); transcription of
audio recordings of classes; interview after the end of the course. The analysis of the collected data
was made from the Discursive Textual Analysis (ATD). Two DTAs were executed: (a) One of the
inductive type through which the participants' previous conceptions about modeling were identified; (b)
Another of the deductive type, taking into account the records produced in the other meetings of the
discipline, investigating the possible contributions of the situations proposed for the conceptual
evolution of the participants around the theme addressed. At ATD (b) the eight formative needs for the
science teacher listed by Carvalho and Gil-Pérez (2011) were adopted as a priori categories, namely:
to know the subject to be taught; questioning the teaching ideas of “common sense”; acquire
theoretical knowledge about science learning; knowing how to critically analyze “traditional education”;
know / prepare activities; knowing how to direct students' work; know how to evaluate; knowing how to
use research and innovation. As a main result of the investigation, it was found that the evolution of
conceptual relationships on scientific and mathematical modeling in the teachers participating in the
discipline occurred: based on the concept of interdisciplinarity; through the diversity of situations
presented, especially in the moments of practical activities that accentuated the ruptures and
continuities of the progressive control in the context of modeling; as were sought to teach and learn
from a constructivist perspective. | |
dc.publisher | Universidade Federal de Santa Maria | |
dc.publisher | Brasil | |
dc.publisher | Educação em Ciências | |
dc.publisher | UFSM | |
dc.publisher | Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde | |
dc.publisher | Centro de Ciências Naturais e Exatas | |
dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
dc.subject | Formação continuada de professores de ciências e matemática | |
dc.subject | Modelagem científica | |
dc.subject | Modelagem matemática | |
dc.subject | Epistemologia evolutiva de Stephen Toulmin | |
dc.subject | Teoria dos campos conceituais | |
dc.subject | Continuing education of science and mathematics teachers | |
dc.subject | Scientific modeling | |
dc.subject | Mathematical modeling | |
dc.subject | Evolutionary epistemology by Stephen Toulmin | |
dc.subject | Theory of conceptual fields | |
dc.title | Formação continuada de professores de ciências e de matemática no contexto da modelagem na perspectiva epistemológica de Stephen Toulmin | |
dc.type | Tese | |