A formação de professores para a implementação de um ensino que conduza a aprendizagens significativas nas ciências experimentais
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2013
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Considerando que a função da escola é formar pessoas com literacia científica,
competências e tendo em conta a sociedade global e de informação em que nos
encontramos atualmente, o que se pretende é fornecer ferramentas para que as pessoas
sejam empreendedoras, com iniciativa e muita criatividade. Para que tal aconteça é de
extrema importância levar as ciências ao quotidiano dos alunos, à compreensão das
relações entre ciência, tecnologia e sociedade, bem como ao estímulo de capacidades de
pensamento crítico, criativo, produtivo e que seja uma resposta às premências sociais
variáveis.
Uma das estratégias pedagógicas para a educação em Ciências apresentada para
tal função são as aprendizagens significativas, que requerem estratégias de ensino que
promovam um intenso envolvimento (intelectual e emocional), necessário à articulação entre
conhecimento teórico-conceptual e prático-processual e ao estabelecimento e compreensão
de relações entre as atividades em que os alunos se envolvem em aulas de ciências e o
quotidiano, com consequente reconhecimento de relevância psico-sócio-cultural.
Sendo que a escola não é o único lugar de aprendizagem das ciências,
considerando que tem de competir com outras fontes de informação mais apelativas para os
alunos, como a televisão e internet, onde a informação «está ao alcance de um clique no
computador» é urgente tornar o ensino das ciências o originador e articulador dos
conhecimentos com a realidade. A grande parte dos alunos considera as escolas pouco
estimulantes e úteis, torna-se então essencial motivá-los para o ensino das ciências.
Assim, um bom ponto de partida para ajudar a motivar os jovens para o estudo da
Ciência é articular o que se ensina (conteúdos), com o para que se ensina (finalidades) e
para quem se ensina (destinatários).
Neste Mundo em permanente mudança, também o professor é um eterno aprendiz.
Mas a mudança no professor só acontece se este sentir necessidade de mudar. Os
professores são fundamentais no sucesso da implementação de um novo paradigma
metodológico, no entanto, não basta fornecer-lhes recursos inovadores, têm que ser
apoiados no processo de mudança.
É essencial que os professores e alunos alterem alguns dos seus hábitos de
trabalho. Esta mudança pode surgir através do desenvolvimento de formações
significadoras para aprendizagens concretas e alicerçadas em processos neuronais
intrínsecos. É neste contexto que surge o presente projeto, que foi pensado sob a forma de uma
Oficina de Formação para transmutar a ideia da ciência como algo «desapegado» da
realidade, para uma forma de enfrentar os desafios, sempre novos, da sociedade atual e
mutante, de forma a impregná-los de significados que permitam uma verdadeira, criativa e
consolidada modificação das metodologias de forma a surgirem ensinamentos e
aprendizagens verdadeiramente inculcados nas nossas células nervosas e que façam parte do nosso EU.
Considering that the school's function is to educate people with scientific literacy and skills and having in mind the contemporary global and information society, the objective is to provide tools so that people can be entrepreneurs with initiative and a lot of creativity. For this to happen, it is of extreme importance to bring sciences to the students' daily life, to make clear the relation between science, technology and society, as well as to stimulate critical, creative and productive thinking skills, so it will be an answer to varying social needs. One of the presented pedagogical strategies for the education in Sciences is the significant learning, that demands teaching strategies that promote intense involvement (both intellectual and emotional), required for the articulation between theoretical-conceptual and practical-procedural knowledge, and also for the establishment and understanding of the relations between the activities in which the students are involved both in sciences' classes and daily life, with consequent recognition of its psyco-socio-cultural relevance . Taking into consideration that school is not the only place where Sciences are learned and that it has to compete with other sources of information far more appealing to students, such as TV and internet where information “is within the reach of a click in the computer", it is urgent that education in sciences becomes the originator and articulator of knowledge with reality. The majority of students considers school to be of little incentive and usefulness, thus it is imperative to motivate them for the learning of sciences. Therefore, a good starting point to help to motivate the youth into learning Science is to articulate what is taught (contents), with why it is taught (purposes) and who is taught to (recipients). In a World in constant change, a teacher must also be an eternal apprentice. But change only takes place if the teacher feels the need to change. Teachers are essential for the success of the implementation of a new methodological paradigm, however, it is not enough to provide them with innovative resources; they should also be supported during the process of change. It is crucial that both teachers and students modify some of their work habits. This change can arise through the development of significant training for concrete learning and grounded in intrinsic neuronal processes. Having this context in mind, the present project appeared and was designed as a Training Workshop in order to shift the idea of science as something “detached" from reality into a means to deal with the ever changing and new challenges of today's society; and to impregnate these challenges with meanings that allow a true, creative and consolidated transformation of the methodologies so that teachings and learning emerge truly inculcated in our nerve cells and are a part of OURSELVES.
Considering that the school's function is to educate people with scientific literacy and skills and having in mind the contemporary global and information society, the objective is to provide tools so that people can be entrepreneurs with initiative and a lot of creativity. For this to happen, it is of extreme importance to bring sciences to the students' daily life, to make clear the relation between science, technology and society, as well as to stimulate critical, creative and productive thinking skills, so it will be an answer to varying social needs. One of the presented pedagogical strategies for the education in Sciences is the significant learning, that demands teaching strategies that promote intense involvement (both intellectual and emotional), required for the articulation between theoretical-conceptual and practical-procedural knowledge, and also for the establishment and understanding of the relations between the activities in which the students are involved both in sciences' classes and daily life, with consequent recognition of its psyco-socio-cultural relevance . Taking into consideration that school is not the only place where Sciences are learned and that it has to compete with other sources of information far more appealing to students, such as TV and internet where information “is within the reach of a click in the computer", it is urgent that education in sciences becomes the originator and articulator of knowledge with reality. The majority of students considers school to be of little incentive and usefulness, thus it is imperative to motivate them for the learning of sciences. Therefore, a good starting point to help to motivate the youth into learning Science is to articulate what is taught (contents), with why it is taught (purposes) and who is taught to (recipients). In a World in constant change, a teacher must also be an eternal apprentice. But change only takes place if the teacher feels the need to change. Teachers are essential for the success of the implementation of a new methodological paradigm, however, it is not enough to provide them with innovative resources; they should also be supported during the process of change. It is crucial that both teachers and students modify some of their work habits. This change can arise through the development of significant training for concrete learning and grounded in intrinsic neuronal processes. Having this context in mind, the present project appeared and was designed as a Training Workshop in order to shift the idea of science as something “detached" from reality into a means to deal with the ever changing and new challenges of today's society; and to impregnate these challenges with meanings that allow a true, creative and consolidated transformation of the methodologies so that teachings and learning emerge truly inculcated in our nerve cells and are a part of OURSELVES.
Descrição
Orientação: Maria Eduarda Margarido Pires
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, APRENDIZAGEM, EDUCATION, TEACHERS EDUCATION, LEARNING