Banca de DEFESA: MARCONI DOS SANTOS RIBEIRO JÚNIOR

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCONI DOS SANTOS RIBEIRO JÚNIOR
DATE: 31/08/2023
TIME: 14:00
LOCAL: Departamento de Educação
TITLE:

Contributions of active methodologies in the training of teachers of the degree courses in natural sciences at the Universidade Federal Rural de Pernambuco - campus Recife

KEY WORDS:

Active methodologies, Teaching of natural sciences, Teaching strategies.

PAGES: 89
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

The teaching of Natural Sciences (Chemistry, Physics and Biology) implies paying attention to its products and processes, it demands to provide opportunities for contact with a body of knowledge that integrates a way of building understanding about the world, natural phenomena and impacts of these sciences on our lives. The teaching of these sciences is not so simple most of the time, as it involves a complexity of subjects that require the student's active participation, which unfortunately is not commonly observed. In this context, Active Methodologies seek to actively insert students into the classroom, changing them from listeners to agents of their own knowledge. In this way, active teaching and learning methodologies have been encouraged as a didactic resource in the critical and reflective training of students in the most diverse areas. Thus, thinking about the insertion of active methodologies in teacher training can be an alternative for improving the teaching and learning process. Thus, the objective of this research was to analyze the potential of inserting pedagogical practices based on active methodologies in the training of Natural Sciences teachers (Chemistry, Physics and Biology) at the Federal Rural University of Pernambuco (UFRPE) Campus Recife. For this, this research, with a qualitative approach and a case study, is structured in five steps: (i) bibliographical and documental analysis; (ii) development of teaching strategies; (iii) application of teaching strategies; (iv) analysis of the contributions of active methodologies; (v) identification of students' perceptions about the applied strategy. The results demonstrate that Problem-Based Learning (PBL) was the most used active methodology in the areas of Natural Sciences. Other approaches such as Flipped Classroom, Cooperative Learning and Case Study were also found. In the Chemistry, Physics and Biology courses at UFRPE, PBL was identified in the syllabi of some disciplines of these courses. Regarding the developed teaching strategies, it was possible to develop a proposal that would allow providing a dynamic and participatory environment, contributing to the development of problem-solving skills. The application of PBL in the Chemistry class stimulated teamwork and promoted more meaningful learning. Students reported positive perceptions about the experience and recognized that active methodologies encourage student protagonism, promoting contextualized learning and peer interaction. The insertion of active methodologies in teacher training has shown to contribute to a more participatory and meaningful learning in the Natural Sciences, some are already present in pedagogical practices, but it is necessary to direct greater attention to their effective application. Given what was presented, our investigation reveals that the courses have shown a willingness to adopt active methodologies in their pedagogical practices, albeit gradually.

COMMITTEE MEMBERS:
Presidente - BRUNO SILVA LEITE
Interna - ***.118.734-** - IVONEIDE MENDES DA SILVA - UFRPE
Externa à Instituição - KATIA DIAS FERREIRA RIBEIRO - IFMA