Education of science teachers in pandemic times: a distance learning strategy on constructivist and remote approaches in science teaching laboratories
In the current context of exceptionality determined by the pandemic of the new coronavirus, an educational mediation research was developed by the Educational Technology Lab-UNICAMP, with an interpretive and descriptive perspective, in order to have evidence of science teachers' learning on con...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal do Pará (UFPA) |
| Repositorio: | Amazônia (Universidade Federal do Pará. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufpa.br:article/11208 |
| Acceso en línea: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/11208 |
| Access Level: | acceso abierto |
| Palabra clave: | continuing education of the science teacher; constructivist approaches; epistemological focus; meaningful learning; remote experimentation; science teaching laboratory formação continuada do professor de ciências; abordagens construtivistas; enfoque epistemológico; aprendizagem significativa; experimentação remota; laboratório didático de ciências |
| Sumario: | In the current context of exceptionality determined by the pandemic of the new coronavirus, an educational mediation research was developed by the Educational Technology Lab-UNICAMP, with an interpretive and descriptive perspective, in order to have evidence of science teachers' learning on constructivist and remote approaches to teaching in the science teaching laboratory. The researchers propose to contribute to science teachers through their continuing education in constructivist and remote approaches to raise the quality of distance science education, assumes the potential of remote experimentation due to its wide potential to help the process of teaching science at a distance. As part of the results of the application of the distance education strategy for the continuing education of teachers, it was possible to identify favorable conceptual changes consistent with current trends more widely accepted on the role of didactic experimentation in science teaching. |
|---|