| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.81 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este estudo pretende analisar o processo de implementação das Orientações
Curriculares para o 3° Ciclo do Ensino Básico feito pelos professores de Ciências
Naturais e Ciências Físico-Químicas. Tem como finalidade conhecer como se processa
a colaboração entre professores de Ciências e em que medida as suas concepções de
ensino podem interferir no trabalho por eles desenvolvido quando procuram colocar o
currículo em acção colaborativamente. Não tendo a ambição da generalização mas a
compreensão do assunto, a metodologia segue o modelo interpretativo, recorrendo a
uma análise qualitativa, de modo a perceber os processos e o significado que os
participantes atribuem às coisas. Participam no estudo quatro professores, dois de
Ciências Naturais e dois de Ciências Físico-Químicas, em duas escolas diferentes mas
pertencendo o par ao mesmo Conselho de Turma. A recolha de dados fez-se por
observação naturalista, por entrevistas semi - estruturadas e por recolha de documentos
escritos pelos professores. A análise de dados privilegiou a análise de conteúdo com
definição de categorias e subcategorias de análise. Com este método identificaram-se as
potencialidades e as dificuldades sentidas por estes professores, bem como a relação
entre as concepções de ensino e a prática lectiva quando desejam implementar o novo
currículo, de acordo com as sugestões de ensino colaborativo.
Os resultados sugerem que as escolas e os professores desejam implementar o
Currículo de Ciências colaborativamente. Contudo, as concepções de ensino que
possuem e a necessidade de formação contínua que sentem, criam dificuldades e
constrangimentos ao desenvolvimento do processo. Os professores reconhecem que a
colaboração entre os pares é fundamental mas admitem também que a sua prática
lectiva não sofreu mudanças significativas nesse sentido.
A importância do estudo traduz-se no contributo que pode dar, tanto no âmbito
da investigação educacional para a compreensão do trabalho que está a ser feito pelos
professores ao colocar o currículo em acção, na área do desenvolvimento curricular e na
formação de professores como áreas estratégicas de transformação do sistema
educativo.
This study is meant to analyse the implementation of the guidelines introduced to the school curriculum of the 3° Ciclo do Ensino Básico perfomed by sciences and physics-chemistry teachers. It has the purpose noonly to let you know how well sciences teachers can collaborate but also how their teaching ideas may interfere in their work when they try to implement the curriculum. Instead of a generalisation, the methodology aims to reach the understanding of the matters, through an analysing method, using a qualitative analysis, in order to understand the processes and the meaning that the participants attribute to things. Four teachers take part in this study, two of them teaching Sciences and the other two Physics-Chemistry, in two different schools. However, each pair shares the same class. The data was obtained by direct/natural observation, by semi-structured interviews and by teachers' essays. The data study focused on the analysis of the content defining categories and subcategories. This way we were able to identify the potentialities and the difficulties felt by the teachers, as well as the relations between the teaching conceptions and their practice when teachers try to implement the new school curriculum taking into account the new suggestions of the collaborative teaching. The results suggest that schools and teachers wish to implement the sciences curriculum in a collaborative way. However, the teachers' conceptions still in use and the need for continuing training felt by teachers make the development of the process somehow difficult. Teachers acknowledge that the collaboration between pairs is a must but also agree that their teaching practice hasn't changed much. This study plays an important role not only in the area of the investigation regarding the work developed so far, but also in the area of the curriculum and teacher training as crucial areas to change the educational system.
This study is meant to analyse the implementation of the guidelines introduced to the school curriculum of the 3° Ciclo do Ensino Básico perfomed by sciences and physics-chemistry teachers. It has the purpose noonly to let you know how well sciences teachers can collaborate but also how their teaching ideas may interfere in their work when they try to implement the curriculum. Instead of a generalisation, the methodology aims to reach the understanding of the matters, through an analysing method, using a qualitative analysis, in order to understand the processes and the meaning that the participants attribute to things. Four teachers take part in this study, two of them teaching Sciences and the other two Physics-Chemistry, in two different schools. However, each pair shares the same class. The data was obtained by direct/natural observation, by semi-structured interviews and by teachers' essays. The data study focused on the analysis of the content defining categories and subcategories. This way we were able to identify the potentialities and the difficulties felt by the teachers, as well as the relations between the teaching conceptions and their practice when teachers try to implement the new school curriculum taking into account the new suggestions of the collaborative teaching. The results suggest that schools and teachers wish to implement the sciences curriculum in a collaborative way. However, the teachers' conceptions still in use and the need for continuing training felt by teachers make the development of the process somehow difficult. Teachers acknowledge that the collaboration between pairs is a must but also agree that their teaching practice hasn't changed much. This study plays an important role not only in the area of the investigation regarding the work developed so far, but also in the area of the curriculum and teacher training as crucial areas to change the educational system.
Description
Tese de mestrado em Educação (Didáctica das Ciências), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Keywords
Colaboração Ciências - Estudo e ensino Desenvolvimento profissional Teses de mestrado - 2005