Volume/Issue :

Article type :

Original article

Page No :

42-55

Abstract :

This analysis highlights the relevance of the nature of science (NoS) approach in a community of practice (CoP) with the use of film resources. This approach was created to develop a training course for science teachers who teach in basic education. The course took place in 2012 at the Faculty of Education at the University of São Paulo. The results show significant participation and involvement of teachers with both the theme of the nature of science and the interest growing in it for teaching purposes. The data acquisition was performed with the recording and transcription of the involvement of five teachers.

Keywords :

community of practice, nature of science, movies, teacher training

References :

Akerson, V. L., Abd-EL-Khalick, F., Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in science teaching, 37, (4), 295–317.
Akerson, V. L., Abd-EL-Khalick. (2005). How should I know what scientists do – I am just a Kid. Fourth grade students’ conceptions of nature of science. Journal of Elementary Science Education, 17, 1-11.
Akerson, V. L., Donnelly, L. A., Riggs, M. L., Eastwood, J. L. (2012). Developing a community of practice to support preservice elementary teachers’ nature of science instruction. International Journal of Science Education, 34 (9), 1371-1392.
Arroio, A. (2010). Context based learning: A role for cinema in science education. Science Education International, 21 (3), 131-143.
Arroio, A., Farías, D. (2011). Possible contributions of cinema in natural science education to understand how scientists and Science works. Problems of Education in the 21st Century, 37, 18-28.
Bell, R., Lederman, N. G., Abd-EL-Khalick, F. (1998). Developing and acting upon one’s conception of science: The reality of teacher preparation. Journal of Research in Science Teaching, 37, 563-581.
Bogdan, R., Biklen, S. (1994). Investigação qualitativa em educação. Porto: Porto Editora.
Cohen, L., Manion, L., Morrison, K. (2007). Research methods in education, Sixth edition, London and New York: Routledge Falmer.
Freire, P. (2001). Pedagogia da autonomia. Editora Paz e Terra: São Paulo.
Hadji, C. (2001). Avaliação Desmistificada. Artmed Editora, Porto Alegre.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. Psychology Press, New York, NY.
Morin, E. (1970). O cinema ou o homem imaginário. Ensaio de Antropologia. Lisboa: Moraes.
Mortimer, E. F. (2006). Linguagem e Formação de Conceitos no Ensino de Ciências. 1ª edição, Belo Horizonte, Editora UFMG.
Mosquera, J. J. M. (2008). Aprendizagem, Significado e Identidade em Comunidades de Prática. In: HELENA, M.; ABRAHÃO, M. B. (org.), Professores e Alunos, aprendizagens significativas em comunidades de prática educativa. ediPUCRS, Porto Alegre, Pontifícia Universidade Católica do Rio Grande do Sul.
Nóvoa, A. (2009). Para una formación de profesores construida dentro de la profesión Towards a teacher training developed inside the profession. Revista de Educación, 350, 203-221.
Polanyi, M. (1983). The Tacit Dimension. Gloucester/Mass, Peter Smith.
Santana, E. R., Arroio, A. (2012). The use of audiovisual approach to teach nature of science for in-service natural science teacher’s education. Problems of Education in the 21st Century, 50, 90-100.
Schön, D. A. (2000). Educando o Profissional Reflexivo: um novo design para o ensino e a aprendizagem. Penso Editora.
Turner, G. (1997). Cinema como prática social. Summus Editorial, São Paulo, SP.
Vygotsky, L. S. (2000). A Formação Social da Mente. 6ª edição, São Paulo, Editora Martins Fontes.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7 (2), 225-246.
Wenger, E., Snyder, W. M. (2001). Comunidades de Prática a Fronteira Organizacional. Editora Campus Ltda, Rio de Janeiro, RJ.
Wertsch, J. V. (1999). La Mente em Acción. 1ª edição. Argentina: Aique Editora.
Zeichner, K. M. (2008). Uma Análise Crítica sobre a “Reflexão” como Conceito Estruturante na Formação Docente. Educação & Sociedade, Campinas, 29, (103), 535-554.

Cite as :

Santana, E. R., & Arroio, A. (2014). The approach to nature of science in a community of practice mediated by filmic resources. Gamtamokslinis ugdymas / Natural Science Education, 11(3), 42-55. https://doi.org/10.48127/gu-nse/14.11.42b