Navegando por Autor "GÜLLICH, Roque Ismael da Costa"

Agora exibindo 1 - 4 de 4
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    A Experiência da Educação Tutorial na Formação de Professores de Ciências: A Implantação do PETCiências
    (2012) GÜLLICH, Roque Ismael da Costa; HERMEL, Erica do Espirito Santo
    The proposal of PETCiências from the Federal University of Fronteira Sul - UFFS, aims at excellence in the training of undergraduates of the course through qualification in the professional area, which is training with emphasis on the central axes: Environment and Teacher Training. We are committed to a project that is centered on integrated formative activities of teaching, research and extension, in an interdisciplinary nature, bringing together Biology, Physics and Chemistry in an articulated way with themes in Science. Through PETCiências, we believe it is possible to strengthen and qualify the training spaces of the Courses involved: Degrees in Biological Sciences, Physics and Chemistry, as the program is a driving force that, by challenging undergraduates, tutors and teachers to think about improving the quality of training in a collaborative way, it also seeks to (re)configure the training processes, making them innovative, seeking to increasingly constitute a collective, critical, creative and autonomous profile in the licensors involved.
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    As pesquisas sobre a docência no ensino superior em contexto brasileiro: desafios para pensar a formação em Ciências.
    (2020) RADETZKE, Franciele Siqueira; GÜLLICH, Roque Ismael da Costa
    Teaching in Higher Education (ES) is the central theme of the present study, which aims to present a panorama about the conceptions of university teaching as well as to establish a dialogue with the main themes investigated in Brazilian theses and dissertations, circumscribed to the area of Natural Sciences and its Technologies (CNT). For that, qualitative research of the bibliographic type was developed, based on the data search of the Brazilian Institute of Information and Technology (IBICT), highlighting academic works on ES. Recurring conceptions werw highlighted as Experience (12:14), Research (5:14) and Naturalized (2:14) and among the most researched topics are Teaching Practice (7:14), Professional Identity (6:14), Processes Formative (2:14), Conceptions of Teaching (2:14) and Teaching Knowledge (1:14). It was also possible to perceive that the themes and conceptions investigated are related in the context of the ES in the attempt to obtain understandings about the process of teaching and learning. From research, the main challenge is the need for continuous training processes in order to qualify the teaching action: conceptions and practices.
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    Aula com pesquisa na formação e docência de professores de ciências
    (2015) ANDRES, Jaqueline Pinheiro; GÜLLICH, Roque Ismael da Costa
    This work was carried out from a qualitative research of the documentary type, and consisted of analysis of experience reports, written by undergraduates of the Institutional Program for Teaching Initiation Scholarships (PIBID), of the Federal University of Fronteira Sul (UFFS) with a view to recognize the perspective of Educating through Research. We investigated different works, which were separated into categories, based on the referential of Educar pela Pesquisa, which occurred proportionally in the 25 works analyzed, namely: Questioning (17:25), Construction of Arguments (10:25) and Communication of the Results (8:25). After analyzing the works, we can state that the objective of the PIBIBCiências project, which aimed to qualify the processes of teacher education in Science through training movements, reflection and research in an initial education environment, was satisfactorily achieved. The most frequent category of Educate through Research in the students' reports was questioning, and classes were found that involved all categories of Educate through Research.
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    Processos de ensino e formação em ciências por investigação
    (2024) LIMA, Daiana; GÜLLICH, Roque Ismael da Costa; BREMM, Daniele
    Esta pesquisa busca analisar os processos de ensino e formação em Ciências por Investigação, no sentido de verificar se a Investigação-Formação-Ação no Ensino de Ciências (IFAEC) amplia a aprendizagem de professores e alunos. Foram utilizados como fonte empírica de dados, as narrativas contidas no Diário de Formação (DF) de uma professora em formação inicial e as atividades desenvolvidas pelos seus alunos. Os resultados encontrados possibilitaram aprofundar discussões em relação: i) ao papel do planejamentoda ação em Ciências por meio de espirais autorreflexivas; ii) a aprendizagem de conceitos científicos; iii) ao papel dos experimentos investigativos para o processo de aprendizagem. Evidenciamos a relevância do planejamento a partir da IFAEC, por meio de uma espiral autorreflexiva para o desenvolvimento do ensino e da formação por investigação. Verificamos também que as estratégias de ensino e formação investigativas possibilitam aprendizagens aos alunos e a professora.