| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 839.22 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Esta comunicação tem como objetivo a apresentação dos primeiros resultados de um projeto
de investigação sobre o ensino e aprendizagem de astronomia na formação inicial de
educadores e professores do 1º e 2º Ciclo do Ensino Básico de uma instituição de formação da
região de Lisboa. Para que os educadores e professores do 1º e 2º CEB desenvolvam o seu
trabalho de modo a inspirar os alunos para as áreas STEM, devem adquirir na sua formação
inicial, um sólido conhecimento de conteúdo e pedagógico. No que respeita à astronomia e
espaço, a literatura relevante diz-nos que o conhecimento dos movimentos elementares da
Terra, Lua e planetas e suas consequências, bem como uma apreciação das escalas do Sistema
Solar e das estrelas em conjunto com algum conhecimento da estrutura do universo e do espaço,
fornecem as componentes de um adequado conhecimento de conteúdo.
Com base na literatura, desenvolvemos um questionário fechado com o objetivo de avaliar o
conhecimento de conteúdo. Depois de pilotado com uma amostra de estudantes da formação
inicial de e validado por peritos, foi aplicado antes e depois do ensino e aprendizagem do tema
aos estudantes no primeiro ano da sua formação inicial. Foram realizadas entrevistas de followup
a uma amostra de respondentes para explicitar o raciocínio.
Dado que a sequência de ensino e aprendizagem tem sido usada desde há vários anos, o
questionário foi também aplicado a uma amostra de estudantes nos restantes anos da formação
inicial. Pretendemos deste modo avaliar como o conhecimento de conteúdo de astronomia e
espaço evolui com o tempo.
Os dados recolhidos pelo questionário foram sujeitos a uma análise estatística descritiva,
enquanto os dados resultantes da entrevista de follow-up contribuíram para a interpretação dos
resultados. A análise dos resultados revela a prevalência de retenção de conhecimento de
conteúdo de curto prazo que atribuímos à proximidade da aplicação do questionário da
sequência de ensino e aprendizagem. Os estudantes nos anos subsequentes revelam um
declínio do conhecimento de conteúdo, o qual, ainda que esperado, é demasiado para ser
atribuído apenas à passagem do tempo. Serão avançadas algumas hipóteses explicativas.
Abstract This communication aims at presenting the first results of a research project on teaching and learning astronomy and space in a preservice programme of a higher education institution in Lisbon. It is our understanding that for educators and elementary teachers develop their work in a way to inspire children to STEM, they should acquire, in their initial training, a solid content and pedagogical knowledge. Regarding astronomy and space, the relevant literature evinces that knowledge of the basic movements of Earth, Moon, and planets and its consequences as well as awareness of the scales of the Solar System and distant stars coupled with some knowledge of the structure of the universe and space provide the components of a suitable content knowledge. We developed a closed questionnaire based on the literature with a focus on content knowledge. After piloted with a sample of preservice teachers’ students and validated by experts, it was applied before and after instruction to the teachers’ students attended three classes in the first year of the course. Were made follow-up interviews to a sample of respondents to clarify their choices and elicit the reasoning that led to the choices they made. Since the course has the component of astronomy for several years, the questionnaire was also applied to a sample of students in classes at the remaining years of their initial training, both at undergraduate and master classes in a total of five years of schooling. With this, we aim to access the extent to which the content knowledge of astronomy and space evolves with time. The data collected by the questionnaire was subject to a descriptive statistical analysis while the data gathered by the follow-up interviews assisted in the interpretation. The analysis of the results reveals a prevalence of short-term knowledge retention attributed to the proximity of application of the questionnaire and the teaching learning sequence. Students in following years reveal a decline in a content knowledge which, although expected is too deep to attribute it just to the passing of time. We will provide an account for that behaviour with the literature on conceptual change.
Abstract This communication aims at presenting the first results of a research project on teaching and learning astronomy and space in a preservice programme of a higher education institution in Lisbon. It is our understanding that for educators and elementary teachers develop their work in a way to inspire children to STEM, they should acquire, in their initial training, a solid content and pedagogical knowledge. Regarding astronomy and space, the relevant literature evinces that knowledge of the basic movements of Earth, Moon, and planets and its consequences as well as awareness of the scales of the Solar System and distant stars coupled with some knowledge of the structure of the universe and space provide the components of a suitable content knowledge. We developed a closed questionnaire based on the literature with a focus on content knowledge. After piloted with a sample of preservice teachers’ students and validated by experts, it was applied before and after instruction to the teachers’ students attended three classes in the first year of the course. Were made follow-up interviews to a sample of respondents to clarify their choices and elicit the reasoning that led to the choices they made. Since the course has the component of astronomy for several years, the questionnaire was also applied to a sample of students in classes at the remaining years of their initial training, both at undergraduate and master classes in a total of five years of schooling. With this, we aim to access the extent to which the content knowledge of astronomy and space evolves with time. The data collected by the questionnaire was subject to a descriptive statistical analysis while the data gathered by the follow-up interviews assisted in the interpretation. The analysis of the results reveals a prevalence of short-term knowledge retention attributed to the proximity of application of the questionnaire and the teaching learning sequence. Students in following years reveal a decline in a content knowledge which, although expected is too deep to attribute it just to the passing of time. We will provide an account for that behaviour with the literature on conceptual change.
Description
Keywords
Astronomia Conceções alternativas Conhecimento de conteúdo Formação inicial de professores Mudança conceptual Alternative conceptions Astronomy Conceptual change Content knowledge Initial teachers training
Citation
Sarreira, P., Valente, B., & Maurício, P. (2018). Aprendizagem de astronomia na formação inicial de educadores e professores do 1º e 2º CEB. In: Educação em Ciências em múltiplos contextos - Atas do XVII Encontro Nacional de Educação em Ciências, XVII ENEC, I Seminário Internacional de Educação em Ciências, I SIEC (pp. 479-487). Escola Superior de Educação - Instituto Politécnico de Viana do Castelo.