About this paper

Appears in:
Pages: 5176-5181
Publication year: 2012
ISBN: 978-84-616-0763-1
ISSN: 2340-1095

Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain

DIDACTIC TRANSPOSITION: A CHALLENGE FOR THE FORMATION OF THE SCIENCE TEACHERS AT DISTANCE EDUCATION IN BRAZIL

L. Labati Terra1, J. Pinho Alves Filho2, G. Corrêa Atella1

1Federal University of Rio de Janeiro (BRAZIL)
2Federal University of Santa Catarina (BRAZIL)
Currently the distance education (DA) has been shown to be an important tool for the democratization of higher education, enabling the sharing of information, techniques and research. DA requires special techniques, methods, instruction materials and self-orders by the student. From the discipline Instrumentation for Teaching of Biochemistry and Cell Biology (IBBC) present in Biological Sciences course from CEDERJ (The Center of Superior Education at the Distance of the State of Rio de Janeiro), students are encouraged to produce learning objects and perform the Didactic Transposition, which is the theory created by Yves Chevallard. This theory shows that the mediation between scientific knowledge and the classroom could be offered by science teachers. According to Chevallard, the knowledge can be separated into scientific knowledge (academic produced), didactic knowledge (present in didactic materials) and taught knowledge (influenced by classrooms events), and changes between these knowledge being conducted teachers. To this end, we evaluate the concept that students of CEDERJ at support centers have about transposition didactics, in view of the epistemological position of each one. CEDERJ support centres are located in cities across the Rio de Janeiro state and offer undergraduate distance courses. In this work we analyzed three cities: Angra dos Reis, Petrópolis and Duque de Caxias. We evaluate the conceptual change on didactic transposition by building conceptual maps (Cmaps) before and after classes considered constructivist and empiricist. Through the evaluation of Cmaps we discern very little change in the structure and conceptual quality after activities considered constructivist and empiricists. However the difference between the previous and posterior maps was about five points in quantitative analysis. After this initial evaluation we offered a national scientific divulgation paper (Scientific American Brazil magazine) to the students to make the transposition didactics. The analysis of impression about transposition realized was collected by exploration interviews. We consider that this activity adds the training of science-biology to such teachers.
@InProceedings{LABATITERRA2012DID,
author = {Labati Terra, L. and Pinho Alves Filho, J. and Corr{\^{e}}a Atella, G.},
title = {DIDACTIC TRANSPOSITION: A CHALLENGE FOR THE FORMATION OF THE SCIENCE TEACHERS AT DISTANCE EDUCATION IN BRAZIL},
series = {5th International Conference of Education, Research and Innovation},
booktitle = {ICERI2012 Proceedings},
isbn = {978-84-616-0763-1},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {19-21 November, 2012},
year = {2012},
pages = {5176-5181}}
TY - CONF
AU - L. Labati Terra AU - J. Pinho Alves Filho AU - G. Corrêa Atella
TI - DIDACTIC TRANSPOSITION: A CHALLENGE FOR THE FORMATION OF THE SCIENCE TEACHERS AT DISTANCE EDUCATION IN BRAZIL
SN - 978-84-616-0763-1/2340-1095
PY - 2012
Y1 - 19-21 November, 2012
CI - Madrid, Spain
JO - 5th International Conference of Education, Research and Innovation
JA - ICERI2012 Proceedings
SP - 5176
EP - 5181
ER -
L. Labati Terra, J. Pinho Alves Filho, G. Corrêa Atella (2012) DIDACTIC TRANSPOSITION: A CHALLENGE FOR THE FORMATION OF THE SCIENCE TEACHERS AT DISTANCE EDUCATION IN BRAZIL, ICERI2012 Proceedings, pp. 5176-5181.
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