Banca de QUALIFICAÇÃO: WESLEY COSTA DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : WESLEY COSTA DE OLIVEIRA
DATA : 28/06/2018
HORA: 14:30
LOCAL: Sala de Seminário de Matemática
TÍTULO:

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PALAVRAS-CHAVES:

Argumentation, meta-strategic knowledge of argumentation, teacher training.

PÁGINAS: 75
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

In recent years, studies involving argumentation and different goals for science education have diversified around teaching sequence proposals. There are also international policy statements advocating the insertion of argumentation in science classrooms. Although literature has emphasized the importance of its teaching and there are political indications, we know that promoting it in science classes is not something simple. The lack of teacher knowledge on the part of teachers to support students' arguments has been identified as a major obstacle. One of the possibilities to develop these knowledge, and more specifically, those related to meta-strategic knowledge, can be to act in the formation of teachers (PF). Thus, we defend the development of meta-strategic knowledge through a VET course, engaging the graduates in explicit discussions about the general characteristics of the argumentation. For that, we adopted the Convergence History and Philosophy of Science-Argumentation as a didactic position. In other words, we adopted the use of History and Philosophy of Science (HFC) as a strategy to promote the development of skills in the engagement in argumentative processes and the epistemological understanding in the licenciandos. We chose the History of Vacuum as the theme. This thesis aims to study fundamental elements of the knowledge of future teachers for the competent insertion of argumentation in science classrooms. Our theoretical reference will be the works of Anat Zohar about the teaching knowledge in the context of teaching strategies of thought. Regarding the methodological decisions, we classify our research as being qualitative of the ethnographic type and adopted the Discursive Textual Analysis (TDD) for the data treatment. The documents that make up our corpus come from the realization of 9 activities and 2 questionnaires, the audio and video recording of 12 of the 15 meetings, the audio and video recording of 3 of the 4 interventions through workshops for high school students and of the interview with undergraduate students of the subproject-Physics of PIBID of UFRN. Among the initial results of the analysis of part of this corpus, we highlight the identification of the occurrence of meta-strategic knowledge categories in the analyzed activities. Understanding the development of the skills of in-service teachers to engage in the instruction of argumentation as a high-order thinking strategy may contribute to the emergence of new understandings of how such knowledge should be addressed in initial training courses.

MEMBROS DA BANCA:
Externo à Instituição - AGUSTIN ADURIZ BRAVO - UBA
Interno - 1451196 - ANDRE FERRER PINTO MARTINS
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA
Externo à Instituição - PAULA CRISTINA CARDOSO MENDONÇA - UFOP