Desenvolvimento de um instrumento para a identificação de uma orientação construtivista no ensino de ciências
DOI:
https://doi.org/10.21814/rpe.6705Abstract
Embora o construtivismo possa ser considerado o paradigma dominante na educação em ciência, há, no entanto, uma deficiência quanto à
disponibilidade de instrumentos para caracterizar a sua presença, tanto em pequenos grupos de professores num curso de formação contínua, como em larga escala para apreciar a orientação metodológica do ensino numa região ou país. Pela identificação de um conjunto de acontecimentos presentes no ensino comuns a diferentes orientações metodológicas, foi desenvolvido um instrumento para a explicitação pelos professores dos acontecimentos que integram uma sequência de ensino. Este instrumento permite a um formador, no início de um curso de formação, inicial ou contínua, uma apreciação expedita da metodologia praticada por um professor, possibilitando organizar a formação a partir do debate e reflexão sobre as conceções metodológicas dos participantes numa perspetiva construtivista da formação.
Palavras-chave: Ensino construtivista; Ensino de ciências; Estratégias de ensino; Perfil metodológico.
ABSTRACT
Even if constructivism might be considered the main paradigm in science
education, there is, however, a deficient availability in regard to instruments to characterize its presence, either in a small group of teachers in an in-service training course, or in a large sample of teachers giving a view of the methodological orientation of teaching in a region or country. By identifying a set of events that are present in teaching and are common to different methodological orientations, an instrument was developed to elicit teachers sequence of events in the beginning of a teaching sequence. It allows a teacher trainer, at the beginning of an in-service or initial training course, a fast and prompt assessment of teachers’ methodology in practice, making it possible to organize the training course starting from a debate and reflection
over participant teacher’s methodological conceptions in a constructivist
perspective of teacher training.
Keywords: Constructivist teaching; Science teaching; Teaching strategies; Teaching profile.
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