Indicadores de avaliação sobre propostas de atividades práticasinstrumentação para professores de ciências em formação

Abstract

This thesis presents a research on science teaching education methodology for lower to upper education levels, in the Brazilian teaching system. It aims at offering instrumental conditions to in-service teachers and those already in practice. It applies to such praxis some suggestions of evaluating indicators that derived from classroom activities proposals. It deals with an interdisciplinary and critical comprehension of science and its teaching. This study used standards of qualitative-quantitative research that follows an action-research methodology. Data collection was carried out using direct observations, the participants’ statements, and pre and post-tests activities within a pre-experimental design. The theoretical framework was based on Bachelard's theories about the scientific spirit, on Toulmin' s Conceptual Ecology and Argumentative Model, and on Moreira's Critical Meaningful Learning.