Identification of opportunities of epistemological and didactic adequacy of science teachers in non formal educative experiences: the case of the museums and centers of science.
This work meant to identify opportunities of epistemological and didactic adequacy of science teachers in non formal educative experiences, taking for field of study the museums andcenters of science. On the assumption that the crisis in the science teaching, identified by the failure of students in the schools and by the lack of interest of young people in scientificcarriers, is a particularity of crises that the sciences are going through in the transition from the classical paradigm to the post-modern paradigm, was developed around four specificobjectives: 1. Verify the presence of distinct epistemological guidance in teachers pedagogical practices; 2. Identify built knowledge in the reflexive practice of science teachers, referred in non formal learning; 3. Recognize, in the interactive expositions in museums and centers of science, experiences that can be references for the reflection of the teachers; 4. Identify in these expositions the necessary conditions for the culture of science apprehension in the postpositiveconception. The development of the project happened with the participation of students in courses that form teachers of Physic, Mathematic and Chemistry in a proposal ofscientific initiation based on the principals and methods of research-action, so that the built knowledge are in the future directed for the professional field. For conclusions, we have that: distinct epistemological conceptions co-exist in the pedagogical practice of science teachers; teachers build professional knowledge referenced in social and temporal experiences identified with their professional practice; interactive equipments used by the museums andcenters of sciences can be taken by the teachers as didactic experiments in pedagogical methods based in the solution of problems; the approach of science in scientific expositions,generally, has a positive character, seen the way that the interactivity happens with the exposed equipments e the lack of resources for expositions that indicate the mutual influencesbetween science and society. Is concluded, finally, that the museums and centers of science, as the teachers, need to debate their pedagogical practices face the current conception of science?s nature and scientific activity, reason why the proposal that they do it with partnership is brought, aiming the development of both in science education. Is suggested, astheoretical foundation for this purpose, the Theory of Significant Learning, from David Ausubel, have seen the similarities identified between this cognitive theory and the postpositive epistemology.
Advisor:Luiz Edmundo Vargas de Aguiar
School:Faculdades Oswaldo Cruz
Source Type:Master's Thesis
Date of Publication:07/21/2008