Banca de QUALIFICAÇÃO: JULIANNE GABRIELLE TAVARES DE MEDEIROS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JULIANNE GABRIELLE TAVARES DE MEDEIROS
DATE: 27/10/2022
TIME: 14:30
LOCAL: Plataforma Zoom
TITLE:

A MODEL OF SCHOOL SCIENCE AND THE CONTRIBUTIONS OF GALPERIN'S THEORY: THE ACTION OF TEACHING BASED ON SCHOOL SCIENTIFY ARGUMENTATION IN TEACHER EDUCATION

KEY WORDS:

Argumentation; Teacher training; Science teaching.

PAGES: 85
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

Studies on the teaching of argumentation have been developed in several countries, among the topics are the teacher preparation to plan and implement teaching activities in science classes. The literature points out models and action's proposals. Our study seeks to investigate the contributions of psychological theories to guide the organization of teaching activities for the teaching of argumentation. We propose a didactic system to teach argumentation in the context of science teacher training, based on the argumentation-explanation school science model developed by researcher Agustin Adúriz-Bravo (2008, 2012). To this end, a deepening of the teaching model was carried out and a set of activities was elaborated based on elements of the theory by stages of the mental actions and concepts of P. Ya. Galperin, specifically in the Galperin-Talízina system. Subsequently, the activities will be implemented in a course with future science teachers and the discourses of the participants and the materials prepared concerning the appropriation of elements of the school science model of argumentation-explanation will be analyzed. We understand our research to be qualitative, of the case study type. For the first part of this study, we followed the stage of elaboration and validation, both bibliographic and by specialists. We intend to carry out an empirical validation step. The implementation of activities will be at the University of Buenos Aires and the Federal University of Rio Grande do Norte in the chemistry teacher training course. As a result, we will present the set of activities, which was revised after the first round of validation carried out by some specialists who are members of the Research Groups Argumentation and Teaching of Science - ArgEC/UFRN and the Research Group on Epistemology, History, and Didactics of the Natural Sciences – GEHyD/UBA. Data collection in the second stage will be done through the records obtained from the resolution of the proposed activities. The analysis of the empirical phase will be based on discourse analysis under the theoretical assumptions adopted. As initial research notes, we believe we can provide teachers, through the teaching of argumentation, with the necessary guidance for the elaboration and development of argumentative activities to be used in the Science classroom.

COMMITTEE MEMBERS:
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA
Externa à Instituição - ANA CLAUDIA COULÓ - UBA
Externa à Instituição - MIDIÃ MEDEIROS MONTEIRO - UFERSA