QUAIS SABERES SÃO MOBILIZADOS PARA SUPRIR AS LACUNAS NA FORMAÇÃO INICIAL REFERENTES À HISTÓRIA DA CIÊNCIA?

dc.creator	Fernando Bastos
dc.creator	Bruno Tadashi Takahashi
dc.date	2011-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:20Z
dc.date.available	2015-08-12T11:17:20Z
dc.identifier	2145-4981
dc.identifier	https://doaj.org/article/a041e596135944d48bad2bc6d24da4b1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26260
dc.description	Nowadays it is increasingly required insertion History of Science on content to be worked in education, which raises many doubts and difficulties on the teachers did not have that content in their initial training. This work results from a qualitative empirical study aimed to investigate how a teacher of Biology and Science in a public school in the city of Bauru - SP was not in their initial training courses relating to the History of Science, mobilizes their knowledge to enter such an approach in their teaching practice. In the research methodology used as its theme the history of DNA present in the materials and also conduct open interviews and field notes to identify the knowledge involved in teaching practice and was adopted as the theoretical framework of Maurice Tardif’s Docent Knowledge. The results showed that even with difficulties arising from gaps in initial training, the teacher resorted to their experiential knowledge to meet these needs in addition to appropriate knowledge from the programs and textbooks, but its shortcomings make it difficult to analyze more critically. Thus, these data lead us to a reflection on the role of textbooks for these teachers is the process by which the consolidation of the knowledge they constructed.
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Grupo de Investigación Enseñanza y Aprendizaje de la Física Universidad Distrital
dc.relation	http://www.udistrital.edu.co/wpmu/geaf/files/2012/09/2011Vol6No2-006.pdf
dc.relation	https://doaj.org/toc/2145-4981
dc.rights	CC BY-NC-ND
dc.source	Gondola : Enseñanza y Aprendizaje de las Ciencias, Vol 6, Iss 2, Pp 63-70 (2011)
dc.subject	Science Teaching
dc.subject	Teachers Formation
dc.subject	History of Science
dc.subject	Teaching Knowledge’s.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	QUAIS SABERES SÃO MOBILIZADOS PARA SUPRIR AS LACUNAS NA FORMAÇÃO INICIAL REFERENTES À HISTÓRIA DA CIÊNCIA?
dc.type	article