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Master's Dissertation
DOI
Document
Author
Full name
Renato Balarini Ferreira
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2019
Supervisor
Committee
Roberto, Lúcia Helena Sasseron (President)
Carmo, Alex Bellucco do
Gomes, Emerson Ferreira
Title in Portuguese
Ensino por Investigação e engajamento dos estudantes: práticas docentes no ensino de Física Moderna
Keywords in Portuguese
Ações dos professores
Engajamento Disciplinar Produtivo
Ensino por Investigação
Abstract in Portuguese
A presente pesquisa de mestrado visa investigar as relações entre as ações do professor e o engajamento dos estudantes durante uma aula investigativa de Física abordando o tema "dualidade onda-partícula da luz". Para tanto, analisaremos a mesma aula de uma mesma Sequência de Ensino Investigativa ministrada por dois professores distintos em suas respectivas salas de aula, em duas diferentes escolas públicas de São Paulo. Através das transcrições realizadas, foi possível realizar comparações entre alguns aspectos das aulas como: tempo de fala total de cada professor e dos estudantes, tipos de perguntas realizadas e ações tomadas pelos professores, o surgimento e desenvolvimento da argumentação pelos estudantes e a promoção do Engajamento Disciplinar Produtivo. Concluímos que, além do Ensino por Investigação possibilitar um ambiente propício para o envolvimento dos estudantes, algumas ações específicas dos professores, como: conceder autoridade, explorar a visão dos estudantes, fornecer subsídios teóricos a eles e elucidar de forma clara o problema a ser investigado realizando questionamentos levam aos casos de Engajamento Disciplinar Produtivo.
Title in English
Inquiry-based Teaching and student engagement: teaching practices in the teaching of Modern Physics.
Keywords in English
Inquiry-based Teaching
Productive Disciplinary Engagement
Teachers' actions
Abstract in English
The present master's research aims to investigate the relations between the actions of the teacher and the engagement of the students during an investigative class of Physics addressing the theme "wave-particle duality of light". To do so, we will analyze the same class of the same Inquiry-Based Teaching Sequences applied by two different teachers in their respective classrooms, in two different public schools of Sao Paulo. Through the transcripts, it was possible to make comparisons between some aspects of the classes such as: total speaking time of each teacher and students, types of questions asked and actions taken by teachers, the emergence and development of students' argument and the promotion of Productive Disciplinary Engagement. We conclude that, in addition to Inquiry-Based Teaching, it is possible to provide an environment conducive to students involvement, some specific actions of teachers, such as: granting authority, exploring the students' vision, providing theoretical subsidies to them and clearly elucidating the problem to be investigated conducting questioning lead to cases of Productive Disciplinary Engagement.
 
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Publishing Date
2019-06-27
 
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