Primary School Teachers Understanding About Pedagogical Practice In Sciences During Practical Training

Authors

  • Thaís Gimenez da Silva Augusto Faculdade de Ciências Agrárias e Veterinárias de Jaboticabal UNESP, Univ Estadual Paulista Via de acesso Prof. Paulo Donato Catellane, s/n 14884-900 Jaboticabal -SP
  • Ivan Amorosino do Amaral Faculdade de Educação Universidade Estadual de Campinas – UNICAMP Av. Bertrand Russel, 801, Cidade Universitária Zeferino Vaz, 13083-865 Campinas – SP

Keywords:

practical training, Pedagogy, curriculum innovation.

Abstract

Science teaching has had a secondary role during primary school. This happens because graduation courses are fragmented when regarding these school years and the traditional approach also contributes to such role. In order to evaluate a teacher training innovative proposal in science teaching, it was investigated the subject Pedagogical Theory and Production in Sciences and Environment which was part of the Pedagogy course carried out by an agreement among Unicamp and the city halls from the metropolitan region of Campinas. The students of this course were teachers who were working with primary students in city schools. The analysis of one of the assessment tools, applied to 13 teachers, showed that the subject contributed to the science teaching training especially regarding the understanding about the nature of Science and teaching methods, even though, this was not enough to teach scientific contents in an integrated way.

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Published

2016-06-04

How to Cite

Augusto, T. G. da S., & do Amaral, I. A. (2016). Primary School Teachers Understanding About Pedagogical Practice In Sciences During Practical Training. Investigations in Science Education, 19(1), 163–176. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/101

Issue

Vol. 19 No. 1 (2014): March of 2014

Section

Artigos

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