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Formação contínua de professores em ensino experimental das ciências no ensino primário em Angola
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O ensino experimental das ciências realiza-se através de experiências que envolvem o controlo e a manipulação de variáveis na sala de aula, no laboratório ou numa atividade de campo e é bastante preponderante no processo de ensino-aprendizagem das ciências, principalmente nos primeiros anos de escolaridade porque cultiva desde muito cedo o gosto pela ciência, bem como a compreensão de certos fenómenos à volta da criança. Particularmente em Angola, o ensino das ciências no ensino primário angolano, precisamente, nas unidades curriculares de Estudo do Meio e das Ciências da Natureza, pode auxiliar os alunos, principalmente, a conhecerem melhor o ambiente que os rodeia através de determinadas práticas e a interagir com objetos do dia a dia, respondendo, aos objetivos relacionados com a aprendizagem da Ciência e da sua prática, assim como o desequilíbrio teórico prático que carateriza atualmente o ensino-aprendizagem de ciências. Contudo, umas das condicionantes do seu sucesso em contexto de aprendizagem é o conhecimento profissional do professor, sobretudo no que diz respeito ao conhecimento didático consubstanciado no ensino das ciências e na sua importância nas atividades práticas (de cariz experimental) como estratégia/recurso de ensino e na sua avaliação de aprendizagens, como conhecimento fundamental e profissional para a realização de atividades experimentais em contexto de educação em Ciências. Assim, dada a relevância desta temática e das transformações intelectuais que podem induzir melhorias nas aprendizagens dos alunos, sobretudo, na alfabetização científica desde tenra idade, este estudo tem como objetivo apresentar um programa de formação contínua de professores em ensino experimental das ciências que visa contribuir para o conhecimento profissional de professores, bem como para a promoção de práticas de cariz experimental no ensino primário angolano, subordinado ao seguinte problema científico: Quais as caraterísticas de um programa de formação contínua de professores destinado a promover a utilização de atividades experimentais no Ensino Primário em Angola?
Considerando o problema científico relacionado à construção de um programa de professores, adotou-se a Metodologia de Investigação Baseada em Design (IBD), cujas práticas incidem na construção de programas, materiais didáticos, artefactos, entre outros, partindo da teoria, com o propósito de produzir mudanças para a melhoria do contexto. Assim sendo, desenvolveu-se o programa de formação de professores atendendo a uma das caraterísticas da IBD: integrativa, interativa, através de três fases sequenciais: (1) a análise de literatura e de conteúdo (para os currículos de Estudo do Meio/Ciências da Natureza, através de uma ficha de análise; (2) validação da primeira versão do programa, através de um questionário respondido pelos especialistas da área da Didática das Ciências e da Formação de Professores e (3) implementação e avaliação do programa com os professores e alunos, de uma escola primária situada em Luanda e da ZIP-1 de Caxito-Bengo, com recurso às entrevistas semiestruturadas e à observação guiada. Das principais observações da implementação e da avaliação do programa de formação no terreno, destacam-se a sua adequação às necessidades dos professores relativamente ao uso de atividades experimentais com os alunos e o impacto que o mesmo causou no conhecimento profissional dos participantes. Estes resultados permitiram concluir que o programa de formação de professores desenvolvido no presente estudo atende às características mais adequadas para a realidade escolar angolana, e reforça/apela a necessidade de investigações e políticas de formação de professores nesta temática, dado o impacto que o mesmo pode causar no conhecimento profissional dos professores, na formação de professores e no sistema educacional angolano.
The experimental teaching of science is carried out through experiments that involve the control and manipulation of variables in the classroom, in the laboratory or in a field activity, and is quite preponderant in the teaching-learning process of science, especially in the first years of schooling, because he cultivates a taste for science from an early age, as well as an understanding of certain phenomena around children. Particularly in Angola, the teaching of science in Angolan primary education, precisely, in the curricular units of Study of the Environment and Natural Sciences, can help students, mainly, to better understand the environment that surrounds them through certain practices and to interact with everyday objects, responding to the objectives related to the learning of Science and its practice, as well as to the theoretical-practical imbalance that currently characterizes the teaching and learning of science. However, one of the determinants of its success in a learning context is the teacher's professional knowledge, especially about didactic knowledge embodied in science teaching and its importance in practical activities (experimental nature) as a teaching strategy/resource and in its assessment of learning, as fundamental and professional knowledge for carrying out experimental activities in the context of science education. Thus, given the relevance of this theme and the intellectual transformations that can induce improvements in students' learning, especially in scientific literacy from an early age, this study aims to present a program of continuous training for teachers in experimental science teaching that aims to contribute to the professional knowledge of teachers, as well as to the promotion of experimental practices in Angolan primary education, and it was subordinated to the scientific problem: What are the characteristics of a continuous training program for teachers aimed at promoting the use of experimental activities in Education Primary in Angola? Considering the scientific problem related to the construction of a teacher program, the Design-Based Research Method (IBD) was adopted, whose practices focus on the construction of programs, teaching materials, artifacts, among others, starting from theory, with the purpose of changes to improve the context. Therefore, the teacher training program was developed taking into account one of the characteristics of the IBD: integrative, interactive, through three sequential phases: (1) literature and content analysis (for the Environmental Studies/Science curricula of Nature, through an analysis form; (2) validation of the first version of the program, through a questionnaire answered by specialists in the area of Science Didactics and Teacher Training and (3) implementation and evaluation of the program with teachers and students, from a primary school located in Luanda and ZIP-1 in Caxito-Bengo, using semi-structured interviews and guided observation. the needs of teachers regarding the use of experimental activities with students and the impact that it had on the professional knowledge of the participants. that the teacher training program developed in the present study meets the characteristics most suited to the Angolan school reality and reinforces/calls for the need for investigations and teacher training policies on this subject, given the impact it can have on professional knowledge of teachers, in teacher training and in the Angolan education system.
The experimental teaching of science is carried out through experiments that involve the control and manipulation of variables in the classroom, in the laboratory or in a field activity, and is quite preponderant in the teaching-learning process of science, especially in the first years of schooling, because he cultivates a taste for science from an early age, as well as an understanding of certain phenomena around children. Particularly in Angola, the teaching of science in Angolan primary education, precisely, in the curricular units of Study of the Environment and Natural Sciences, can help students, mainly, to better understand the environment that surrounds them through certain practices and to interact with everyday objects, responding to the objectives related to the learning of Science and its practice, as well as to the theoretical-practical imbalance that currently characterizes the teaching and learning of science. However, one of the determinants of its success in a learning context is the teacher's professional knowledge, especially about didactic knowledge embodied in science teaching and its importance in practical activities (experimental nature) as a teaching strategy/resource and in its assessment of learning, as fundamental and professional knowledge for carrying out experimental activities in the context of science education. Thus, given the relevance of this theme and the intellectual transformations that can induce improvements in students' learning, especially in scientific literacy from an early age, this study aims to present a program of continuous training for teachers in experimental science teaching that aims to contribute to the professional knowledge of teachers, as well as to the promotion of experimental practices in Angolan primary education, and it was subordinated to the scientific problem: What are the characteristics of a continuous training program for teachers aimed at promoting the use of experimental activities in Education Primary in Angola? Considering the scientific problem related to the construction of a teacher program, the Design-Based Research Method (IBD) was adopted, whose practices focus on the construction of programs, teaching materials, artifacts, among others, starting from theory, with the purpose of changes to improve the context. Therefore, the teacher training program was developed taking into account one of the characteristics of the IBD: integrative, interactive, through three sequential phases: (1) literature and content analysis (for the Environmental Studies/Science curricula of Nature, through an analysis form; (2) validation of the first version of the program, through a questionnaire answered by specialists in the area of Science Didactics and Teacher Training and (3) implementation and evaluation of the program with teachers and students, from a primary school located in Luanda and ZIP-1 in Caxito-Bengo, using semi-structured interviews and guided observation. the needs of teachers regarding the use of experimental activities with students and the impact that it had on the professional knowledge of the participants. that the teacher training program developed in the present study meets the characteristics most suited to the Angolan school reality and reinforces/calls for the need for investigations and teacher training policies on this subject, given the impact it can have on professional knowledge of teachers, in teacher training and in the Angolan education system.
Descrição
Palavras-chave
Ensino Experimental das Ciências Formação Contínua de Professores Conhecimento Profissional de Professores Experimental Science Teaching Continuing Teacher Education Teachers' Professional Knowledge