ANÁLISE DA APRENDIZAGEM DE CONTEÚDOS CONCEITUAIS E PROCEDIMENTAIS EM UM CURSO A DISTÂNCIA PARA PROFESORES

Silvia Dotta; Edson Pimentel; Juliana Braga

doi:10.22169/revint.v18.e023tl4012

Authors

Silvia Dotta Universidade Federal do ABC
Edson Pimentel Universidade Federal do ABC https://orcid.org/0000-0003-2838-212X
Juliana Braga Universidade Federal do ABC

DOI:

https://doi.org/10.22169/revint.v18.e023tl4012

Keywords:

Antarctica, project-based pedagogy, learning assessment, teacher training

Abstract

In this work, we analyze conceptual and procedural learning in a distance course for teacher training for the introduction of Antarctica into the school curriculum. The research instruments were a questionnaire with fifteen statements, applied before and after the course and a polar project developed by the students in the 2020 class. One hundred thirty-eight professors from 25 Brazilian states participated. We analyzed the occurrence of conceptual learning and identified some misconceptions. The polar projects made it possible to verify the themes and procedures adopted and whether knowledge was built during the course. The analysis showed that, despite the theme being unknown to the vast majority, the course contributed to the significant inclusion of Antarctica in the school curriculum.

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Author Biographies

Edson Pimentel, Universidade Federal do ABC

Doutor, Centro de Matemática, Computação e Cognição, Universidade Federal do ABC.

Juliana Braga, Universidade Federal do ABC

Doutora, Centro de Matemática, Computação e Cognição, Universidade Federal do ABC.

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