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Um Processo de Reflexão Orientada Vivenciado por Professores de Química: O Ensino Experimental como Ferramenta de Mediação; A Process of Oriented Reflection experienced by Chemistry Teachers: inquiry-based experiments as a mediation tool.

Lima, Viviani Alves de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 19/04/2013 Português
Relevância na Pesquisa
46.06%
Considerando que professores de Química utilizam atividades experimentais que focam a comprovação de conceitos já ensinados, empregando roteiros altamente estruturados, e que têm dificuldades de se distanciarem e avaliarem suas próprias atividades de forma crítica, neste trabalho estudamos como um processo de reflexão orientada pode levar os professores a avaliar e reestruturar suas práticas docentes. Para tal, foi realizada uma ação de formação continuada centrada na experimentação como recurso para promover a aprendizagem. A investigação foi realizada com professores de Química de algumas escolas públicas do Ensino Médio em Uberlândia, Minas Gerais, por meio de encontros individuais, nas escolas, e coletivos, na universidade. Nesses encontros foram comparados modelos de atividades experimentais baseadas na investigação e modelos tradicionais, foram feitos exercícios de elaboração de questões que ajudassem os alunos a responder o problema proposto, e que envolvessem habilidades cognitivas de ordens mais altas. Os planejamentos experimentais, foram discutidos pelo grupo e modificados, ou não, pelos professores, de acordo com sugestões apresentadas, considerando a perspectiva de atividades investigativas. Foram analisados os dados de três professores...

Superando obstáculos no ensino e na aprendizagem da evolução biológica: o desenvolvimento da argumentação dos alunos no uso de dados como evidências da seleção natural numa sequência didática baseada em investigação; Overcoming obstacles in teaching and learning of biological evolution: the development of argumentation of students in the use of data as evidences of natural selection in a didactic sequence based on inquiry

Tonidandel, Sandra Maria Rudella
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 14/02/2014 Português
Relevância na Pesquisa
56%
A educação científica tem se voltado para atividades pedagógicas que utilizam a prática investigativa de alunos. Um dos objetivos é que os estudantes se apropriem não apenas dos conceitos científicos, mas também das práticas específicas da atividade científica. Uma das pretensões é que os alunos desenvolvam a competência da argumentação científica. Esta investigação pretende compreender como os alunos desenvolvem sua argumentação escrita, analisando a utilização que fazem dos dados como evidências da seleção natural de forma a sustentar suas conclusões na resolução de questões investigativas sobre evolução biológica. Elaboramos uma sequência didática cuja arquitetura estabelece os alicerces para a ação pedagógica do professor e promove uma atuação investigativa dos alunos. A arquitetura da sequência tem duas bases integradoras: a) a educação científica baseada em investigação e b) a matriz de construção histórica da investigação de Darwin sobre a seleção natural como mecanismo da evolução biológica. Para investigar como seria o ensino da evolução biológica que recupera o viés da matriz investigativa utilizada por Darwin, nossa questão-problema foi construída com dois grandes focos: a) como articular intenções conceituais e metodológicas características da natureza das ciências biológicas com a abordagem dos principais obstáculos da construção histórica do conceito de seleção natural numa sequência didática baseada em investigação e b) de como é a utilização de dadosT como evidências da seleção natural na composição da estrutura argumentativa escrita de alunos de ensino médio durante a aplicação de uma Sequência de Ensino de Biologia Baseada em Investigação (SEEBI) para o ensino de evolução biológica. Para investigar nossa questão...

Teacher practice in an inquiry-based Mathematics classroom

Menezes, Luís; Oliveira, Hélia; Canavarro, Ana Paula
Fonte: Hellenic Mathematical Society & International Journal for Mathematics in Education Publicador: Hellenic Mathematical Society & International Journal for Mathematics in Education
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
76.05%
This paper presents a framework for an inquiry-based approach to mathematics teaching. It was developed by combining theoretical perspectives and case studies of experienced teacher that usually conduct inquiry based teaching of mathematics. This framework describes the actions teachers intentionally perform with two identified purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

A framework for mathematics inquiry-based classroom practice: the case of Célia.

Canavarro, Ana Paula; Oliveira, Hélia; Menezes, Luís
Fonte: ICME Publicador: ICME
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
66.11%
This paper has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematics – in this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions

Canavarro, Ana Paula; Oliveira, Hélia; Menezes, Luís
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
66.08%
This paper focuses on the inquiry-based teaching of mathematics (Stein, Engle, Smith & Hughes, 2008). It is our purpose to deepen our understanding of this complex practice of the teachers, considering both the actions and the intentions behind the actions they perform (Ponte & Chapman, 2006). We analyse the case of one of the teachers we work with in a broader Design Research project where the research on classroom practice and the planning of teacher training develop in articulation (Canavarro, Oliveira, & Menezes, 2012). We provide a description of the actions the teacher performed when students work autonomously on a mathematical task, as well as her reasons to justify her actions. We conclude that the practice of the teacher is oriented by to different but interrelated main purposes:

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: a discussão no ensino exploratório da matemática

Silva, Raquel Alexandra Pereira da
Fonte: Instituto Politécnico de Lisboa Publicador: Instituto Politécnico de Lisboa
Tipo: Dissertação de Mestrado
Publicado em /07/2014 Português
Relevância na Pesquisa
46.09%
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico; O presente relatório inclui-se na unidade curricular de Prática de Ensino Supervisionada II, no Mestrado em Ensino do 1.º e do 2.º Ciclo do Ensino Básico e surge na sequência de seis semanas de intervenção pedagógica numa turma do 1.º ano do 1.º Ciclo do Ensino Básico, numa escola de Lisboa. Ao longo da intervenção, realizou-se uma investigação centrada na fase de discussão das aulas de ensino exploratório da matemática, com a finalidade de analisar o modo mais proveitoso de selecionar e sequenciar as apresentações dos alunos e de conhecer o impacto desta fase no desenvolvimento da capacidade de resolução de problemas dos alunos. Neste sentido, este relatório tem como principal objetivo apresentar o processo de intervenção, com especial destaque para o tema investigado. Através de observação participante, de entrevista (informal) e de análise documental foi possível caracterizar a turma, avaliar os seus progressos e tirar conclusões relativamente às questões investigadas. As atividades foram planeadas com base nos princípios de construtivismo...

TEACHER PRACTICE IN AN INQUIRY-BASED MATHEMATICS CLASSROOM

Menezes, Luís; Canavarro, Ana Paula; Oliveira, Hélia
Fonte: Instituto Politécnico de Viseu Publicador: Instituto Politécnico de Viseu
Tipo: Artigo de Revista Científica
Publicado em //2012 Português
Relevância na Pesquisa
66.05%
This paper presents a framework for an inquiry-based approach to mathematics teaching. It was developed by combining theoretical perspectives and case studies of experienced teacher that usually conduct inquiry based teaching of mathematics. This framework describes the actions teachers intentionally perform with two identified purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

A FRAMEWORK FOR MATHEMATICS INQUIRY-BASED CLASSROOM PRACTICE: THE CASE OF CÉLIA.

Canavarro, Ana Paula; Oliveira, Hélia; Menezes, Luís
Fonte: Instituto Politécnico de Viseu Publicador: Instituto Politécnico de Viseu
Tipo: Artigo de Revista Científica
Publicado em /07/2012 Português
Relevância na Pesquisa
66.11%
This paper has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematics – in this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

THE USE OF CLASSROOM VIDEOS AS A CONTEXT FOR RESEARCH ON TEACHERS’ PRACTICE AND TEACHER EDUCATION

Oliveira, Hélia; Menezes, Luís; Canavarro, Ana Paula
Fonte: Instituto Politécnico de Viseu Publicador: Instituto Politécnico de Viseu
Tipo: Artigo de Revista Científica
Publicado em /07/2012 Português
Relevância na Pesquisa
55.9%
The present communication comes from a project where we are developing multimedia cases for teacher education that integrate video and other resources from classrooms where an inquiry-based approach to teaching is taking place, combing a perspective of research on classroom practice and teacher education development. This paper concerns one grade 4 lesson taught by an experienced teacher, and intends to analyze how the teacher’s reflection about a particular phase of the lesson is used in the

The mathematics inquiry-based classroom practice of Célia

Canavarro, Ana; Oliveira, Hélia; Menezes, Luís
Fonte: T.-Y. Tso Publicador: T.-Y. Tso
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012 Português
Relevância na Pesquisa
66.17%
contrato PTDC/CPE-CED/098931/2008; This study has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the transversal analysis of cases of experienced teachers of different school levels (one per level) that regularly conduct inquiry-based teaching of mathematics at different school levels. Developing an inquiry-based approach is a complex practice for most of the teachers (Stein, Engle, Smith, & Hughes, 2008) and we hope that our intended framework could contribute as a tool for reflection about this practice, namely in the context of teacher education.

Teacher practice in an inquiry-based mathematics classroom

Menezes, Luís; Canavarro, Ana Paula; Oliveira, Hélia
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //2012 Português
Relevância na Pesquisa
66.05%
This paper presents a framework for an inquiry-based approach to mathematics teaching. It was developed by combining theoretical perspectives and case studies of experienced teacher that usually conduct inquiry based teaching of mathematics. This framework describes the actions teachers intentionally perform with two identified purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

The use of classroom videos as a context for research on teachers’ practice and teacher education

Oliveira, Hélia; Menezes, Luís; Canavarro, Ana Paula
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012 Português
Relevância na Pesquisa
55.9%
The present communication comes from a project where we are developing multimedia cases for teacher education that integrate video and other resources from classrooms where an inquiry-based approach to teaching is taking place, combing a perspective of research on classroom practice and teacher education development. This paper concerns one grade 4 lesson taught by an experienced teacher, and intends to analyze how the teacher’s reflection about a particular phase of the lesson is used in the multimedia case to potentially stimulate other teachers’ analysis of the depicted situations.

Getting evidence into practice: the meaning of 'context'

McCormack, B.; Kitson, A.; Harvey, G.; Rycroft-Malone, J.; Titchen, A.; Seers, K.
Fonte: Blackwell Science Publicador: Blackwell Science
Tipo: Artigo de Revista Científica
Publicado em //2002 Português
Relevância na Pesquisa
55.88%
AIM OF PAPER. This paper presents the findings of a concept analysis of ‘context’ in relation to the successful implementation of evidence into practice. BACKGROUND. In 1998, a conceptual framework was developed that represented the interplay and interdependence of the many factors influencing the uptake of evidence into practice [Kitson A., Harvey G. & McCormack B. (1998) Quality in Health Care 7, 149]. One of the key elements of the framework was ‘context’, that is, the setting in which evidence is implemented. It was proposed that key factors in the context of health care practice had a significant impact on the implementation and uptake of evidence. As part of the on-going development and refinement of the framework, the elements within it have undergone a concept analysis in order to provide some theoretical and conceptual rigour to its content. METHODS. Morse’s [Morse J.M. (1995) Advances in Nursing Science 17, 31; Morse J.M., Hupcey J.E. & Mitcham C. (1996) Scholarly Inquiry for Nursing Practice. An International Journal 10, 253] approach to concept analysis was used as a framework to review semi-nal texts critically and the supporting research literature in order to establish the conceptual clarity and maturity of ‘context’ in relation to its importance in the implementation of evidence-based practice. FINDINGS: Characteristics of the concept of context in terms of organizational culture...

Teacher responses to inquiry-based pedagogy in Irish post-primary schools : case studies on the use of a virtual chemistry laboratory as a vehicle for educational change.

Donnelly, Dermot
Fonte: University of Limerick Publicador: University of Limerick
Tipo: Doctoral thesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations; none
Português
Relevância na Pesquisa
46.1%
peer-reviewed; The lack of uptake of science subjects in Post-Primary Schools (Secondary/High Schools) and on to university is a continuous cause for concern, both nationally and internationally. In the Strategy for Science, Technology and Innovation Report (2006 – 2013), the Irish government highlights the need for a greater focus on investigative approaches, the assessment of practical work, and the more effective use of Information and Communication Technologies (ICT). The National Council for Curriculum and Assessment (NCCA) are currently attempting to address these issues through a revision of the current Irish science syllabi. This project describes the application of a Virtual Chemistry Laboratory (VCL), developed at Carnegie-Mellon University, Pittsburgh, to the Irish context in an attempt to address the aforementioned issues. The research consisted of 4 stages employing primarily qualitative data collection methods. Stage 1 entailed interviews with teachers and educational stakeholders around issues relating to the use of a VCL within the Irish education system. Stage 2 involved a case study of 5 teachers integrating the VCL into their classroom practice in whatever manner they saw fit. Pedagogical Content Knowledge (PCK) was used as a research lens to capture features of teachers’ practice. Stage 3 followed on from Stage 2 with a case study of 4 teachers directed to use the VCL in a guided inquiry manner. Research tools included Inquiry Science Implementation Scale (ISIS)...

An exploration of inquiry based science education in Irish primary schools

Dunne, Jonathan
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
Português
Relevância na Pesquisa
45.97%
peer-reviewed; This thesis is concerned with exploring the state of primary science education in Ireland, with a particular focus on devising a developmental framework and a form of an intervention for supporting the promotion of the ideals of inquiry in science teaching and learning in primary schools. Current research shows that primary science education in Ireland and internationally is facing major issues relating to teacher confidence, teacher pedagogies and teacher content knowledge. In Ireland, this has resulted in a situation where primary school teachers appear to be avoiding science teaching. This investigation, therefore, explores the concept of Inquiry Based Science Education (IBSE) and its application to primary science education, with the aim of demonstrating the positive impact of IBSE on teaching. To achieve this, this research carried out a contextual analysis and an analysis of professional practice of Irish science education. These studies were then synthesised into the development of a form of teaching intervention which promoted the structures, processes and ideals of IBSE. These studies included a critical review and evaluation of current research on primary science education, teacher education and teacher resources...

The use of classroom videos as a context for research on teachers' practice and teacher education.

Oliveira, Hélia; Menezes, Luís; Canavarro, Ana Paula
Fonte: ICME Publicador: ICME
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
55.9%
The present communication comes from a project where we are developing multimedia cases for teacher education that integrate video and other resources from classrooms where an inquiry-based approach to teaching is taking place, combing a perspective of research on classroom practice and teacher education development. This paper concerns one grade 4 lesson taught by an experienced teacher, and intends to analyze how the teacher’s reflection about a particular phase of the lesson is used in the multimedia case to potentially stimulate other teachers’ analysis of the depicted situations.

Teaching Astronomy with an Inquiry Activity on Stellar Populations

Rafelski, Marc; Foley, Michael; Graves, Genevieve J.; Kretke, Katherine A.; Mills, Elisabeth; Nassir, Michael; Patel, Shannon
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 27/09/2010 Português
Relevância na Pesquisa
36.06%
We describe a new inquiry design aimed at teaching advanced high-school to senior college students the basics of stellar populations. The inquiry is designed to have students come up with their own version of the Hertzsprung-Russell diagram as a tool to understand how stars evolve based on their color, mass, and luminosity. The inquiry makes use of pictures and spectra of stars, which the students analyze and interpret to answer the questions they come up with at the beginning. The students undergo a similar experience to real astronomers, using the same tools and methods to figure out the phenomena they are trying to understand. Specifically, they use images and spectra of stars, and organize the data via tables and plots to find trends that will then enable them to answer their questions. The inquiry also includes a "thinking tool" to help connect the trends students observe to the larger picture of stellar evolution. We include a description of the goals of the inquiry, the activity description, the motivations and thoughts that went into the design of the inquiry, and reflections on how the inquiry activity worked in practice.; Comment: 11 pages, 2 figure, 2 tables. ASP Conference Series 436, Learning from Inquiry in Practice...

Indagació basada en la modelització : un marc per al treball pràctic

Simarro Rodríguez, Cristina; Couso, Digna; Pintó, R.
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2013 Português
Relevância na Pesquisa
46.02%
Malgrat la rellevància que la recerca en didàctica de les ciències sembla donar a l’ensenyament de les ciències basat en la indagació, molts autors afirmen que aquest ti-pus de pràctica educativa no ha arribat a uns nivells de qualitat acceptable en la seva im-plementació a l’aula. La gran varietat d’interpretacions que se li dóna al terme indagació i la desconnexió d’aquestes amb altres aspectes rellevants de la didàctica de les ciències com la modelització són algunes de les causes que explicarien aquest fet. El present arti-cle pretén introduir un marc específic per a la indagació, el de la indagació basada en la modelització, per tal d’orientar el treball pràctic a l'aula de ciències.; Despite the importance that research in science education seems to give to inquiry-based science education, many authors claim that this type of educational practice has not reached acceptable levels of quality in its classroom implementation. The variety of inter-pretations given to the term inquiry and their disconnetion with other relevant aspects of science education such as modeling are some of the reasons that explain this situation. This article aims to introduce a specific framework for inquiry, the inquiry-based modeling to guide the practical work in the science classroom.

School-based professional development in a developing context: lessons learnt from a case study in Zambia

Ha?ler, Bj?rn; Hennessy, Sara; Cross, Andrew
Fonte: Taylor & Francis Publicador: Taylor & Francis
Tipo: Article; accepted version
Português
Relevância na Pesquisa
45.83%
This is the author accepted manuscript. The final published version is available via Taylor & Francis at http://www.tandfonline.com/doi/full/10.1080/19415257.2014.938355#.VVNgXy73Q80.; This paper reports on the development and outcomes of the second phase of OER4Schools, a schoolbased professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a 1-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning / review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and co-operation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals...

Facilitating large-scale implementation of evidence based health care: insider accounts from a co-operative inquiry 60

Waterman, H.; Boaden, R.; Burey, L.; Howells, B.; Harvey, G.; Humphreys, J.; Rothwell, K.; Spence, M.
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Publicado em //2015 Português
Relevância na Pesquisa
45.98%
BACKGROUND: Facilitators are known to be influential in the implementation of evidence-based health care (EBHC). However, little evidence exists on what it is that they do to support the implementation process. This research reports on how knowledge transfer associates (KTAs) working as part of the UK National Institute for Health Research 'Collaboration for Leadership in Applied Health Research and Care' for Greater Manchester (GM CLAHRC) facilitated the implementation of EBHC across several commissioning and provider health care agencies. METHODS: A prospective co-operative inquiry with eight KTAs was carried out comprising of 11 regular group meetings where they reflected critically on their experiences. Twenty interviews were also conducted with other members of the GM CLAHRC Implementation Team to gain their perspectives of the KTAs facilitation role and process. RESULTS: There were four phases to the facilitation of EBHC on a large scale: (1) Assisting with the decision on what EBHC to implement, in this phase, KTAs pulled together people and disparate strands of information to facilitate a decision on which EBHC should be implemented; (2) Planning of the implementation of EBHC, in which KTAs spent time gathering additional information and going between key people to plan the implementation; (3) Coordinating and implementing EBHC when KTAs recruited general practices and people for the implementation of EBHC; and (4) Evaluating the EBHC which required the KTAs to set up (new) systems to gather data for analysis. Over time...