Contributions of research teaching sequences for scientific literacy in physical education practice
Autores: Maria do Soc�rro Dias de Oliveira, Gonzalo Pe�a Molina e Elton Casado Fireman
Este estudo investigou as contribui��es do desenvolvimento e da implementa��o das Sequ�ncias de Ensino por Investiga��o (SEI) para o exerc�cio da alfabetiza��o cient�fica de professores em forma��o inicial. Teve por objetivos: identificar as possibilidades did�ticas do desenvolvimento e da implementa��o das SEI num curso de forma��o de professores de F�sica; descrever as potencialidades das SEI para o processo de alfabetiza��o cient�fica de seus autores; evidenciar como esses professores de F�sica em forma��o significam suas experi�ncias de desenvolvimento e implementa��o das SEI. O cen�rio de pesquisa foi o componente curricular Est�gio Supervisionado 2, ofertado no segundo semestre de 2015 aos alunos do 6� per�odo do curso de licenciatura em F�sica da UFAL. Trata-se de uma proposta anal�tica da experi�ncia de um caso de natureza qualitativa, na qual foram analisados os di�logos constru�dos nos f�runs online, desenvolvidos no ambiente virtual Moodle, utilizado na disciplina, e no grupo focal realizado com os estagi�rios ao final da experi�ncia. O percurso anal�tico tomou por base os referenciais da An�lise Sociol�gica do Discurso. Como resultados, constatou-se que o cont�nuo exerc�cio do desenvolvimento e da implementa��o das SEI contribui significativamente para a alfabetiza��o cient�fica dos professores em forma��o inicial; que tal metodologia possibilita o contato direto do aluno com a linguagem da ci�ncia, passando de uma experi�ncia espont�nea a uma experi�ncia cient�fica; que as explica��es cient�ficas precisam ser constru�das, desenvolvidas e validadas em espa�os de investiga��o orientada.
This research has investigated the contributions of the development and implementation of research-based teaching sequences (RTS) to the ability of undergraduate Physics teachers to exercise their scientific literacy. Specifically, it aimed: to identify the didactic potential of the development and the implementation of RTS by undergraduate Physics teachers; to describe the potential of the development and implementation of RTS for the scientific literacy process of their authors; to show how these undergraduate Physics teachers give meaning to their experiences of developing and implementing RTS. The research scenario was Supervised Practice 2, offered in the second semester of 2015 to students of the 6th period of the licentiate degree in Physics of the Federal University of Alagoas. This is an analytical proposal of the experience of a qualitative case in which the development and implementation of RTS by the trainees were investigated. The dialogues built in the online forums, developed in the Moodle virtual environment used in the discipline and the focus group at the end of the experiment were analyzed. The path analysis was based on the frameworks of the Sociological Analysis of the Speech. This research allowed to support the thesis that: the continuous development and implementation of the RTS contribute significantly to the scientific literacy of the teachers on initial formation; such methodology facilitates the direct contact of the student with the language of science, passing from a spontaneous experience to a scientific experience; scientific explanations need to be constructed, developed and validated in research-oriented spaces.
Ensino por investiga��o, Alfabetiza��o cient�fica, Ensino de F�sica.
Research-based teaching, Scientific literacy, Physics teaching.