Uma revisão bibliográfica sobre Formação Continuada em Educação CTS (Ciência, Tecnologia e Sociedade)

The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0008$0o1.00 In colleges and universities across the country, prospective and practicing teachers and administrators take courses on planning-curriculum-planning and instructional planning. During the courses, teachers and administrators usually study an objectives-first model of curriculumplanning. This model has four steps. Planners are expected to 1. Formulate objectives 2. Choose appropriate learning activities

Science and biology teacher education form the central position in scientific and technological development in any given nation with Nigeria inclusive. Teacher education therefore drives the process of training biology teachers who will teach biology in all the levels of education. Science and biology teacher education therefore needs proper quality and access to achieve the developmental process toward the success in our educational system. The paper, therefore, is aimed at considering concepts and meaning of access quality biology education, biology teacher education, and government efforts to promote access to teacher education and challenges. The paper concluded that free education for all should be introduced immediately and the first priority of ministry of education should be offering training to teachers with special reference to science education at all levels.

Referebces

In higher education, the training of students’ communicative skills necessary for conducting professional conversations is gaining attention across domains – including medical and teacher education. Although teachers need communicative and content-specific knowledge for subject conversations on biological topics, biology-specific communication training is rare. Research on an interdisciplinary perspective on communication training, with the use of simulated conversations with standardised interlocutors, would close this gap. This study compares such training in medical and biology teacher education. We questioned pre-service biology teachers (n = 25) and medical students (n = 31) participating in communication training about their fear of failure in future professional conversations, and their perceived utility value of communication training. After some input, single participants in both groups simulated a conversation with a standardised caregiver or patient. Both training sessions ended with reflections on the simulation. Our results of t-tests and ANOVA indicate that training in subject conversations about sex education reduced the fear of failure, increased the perceived utility value, and indicate that future physicians and pre-service biology teachers benefit comparably from training. The findings and limitations of the study are discussed.

Science teacher educators (STEs) have key roles in the educational system through their preparation of pre- and in-service science teachers and in implementing future-oriented policy reforms. Given the complexity and importance of their role, what types of knowledge do STEs need? STEs come from a range of backgrounds and there are few systematic routes for their ongoing learning. Hence, there is a need for tools that can help define and assess STEs’ competence. The purpose of this theoretical paper is to highlight central knowledge domains for STEs. We draw on previous work and add perspectives from current trends in science education and teacher education to describe four knowledge domains for STEs: natural science, science education in school, science teacher education and science education research. The main contribution of the paper is an updated conceptualisation of the nature of STEs’ knowledge and qualifications, taking into account current requirements for future-oriented science education and teacher education including deeper learning and critical thinking skills, cross-curricular work, education for sustainable development, and research-based teacher education. The four knowledge domains can serve as a tool for identifying needs, recruiting staff with desired expertise, and tailoring interventions to support professional development for STEs from various backgrounds.

The executive summary provides an overview of some of V&C's key recommendations regarding next steps in the effort to mobilize the biology community. It is, in essence, a call for national service. A publication discussing these recommendations and action items in more depth will be available later this year. Meanwhile, we highly recommend reading the Executive Summary of V&C, the NAS report (NAS, 2010), and a seminal article by Labov et al. (2010) summarizing the synergy created by these several reports on the changing nature of studies in biology and concomitant need to change biology education. Then, take action! Our hope is to see the formation of a community of biologists, similar to that forming in geology (Manduca et al., 2010): one that will advance biology undergraduate education so it truly reflects the discipline it serves.

In order to educate scientifically literate children, teachers are required to include nature of science (NOS) in their classroom practice. However, as biology teachers’ own understanding of NOS is limited, promoting an initial understanding of NOS in teacher education is crucial. The aim of this study is to elucidate the importance of the first phase of teacher education for biology teachers’ understanding of NOS. More precisely, the study aims to examine the relationship between institutional determinants (e.g., the type of teacher education programme) and learning opportunities for pre-service biology teachers’ understanding of NOS. Pre-service biology teachers (N = 232) participated in a cross-sectional testing. The corresponding descriptions of N = 649 modules of biology teacher education from 20 German universities were analysed. Qualitative and quantitative methods were applied to relate the institutional determinants and the individual amount of learning opportunities to pre-service biology teachers’ understanding of NOS. Results reveal that both institutional determinants as well as the amount of learning opportunities are related to pre-service biology teachers’ understanding of NOS. This indicates that teacher education at university represents an important phase for biology teachers’ understanding of NOS. The results are discussed in terms of consequences for further research and teacher education.

Este artigo analisa a importância que há em utilizar a investigação-ação na formação inicial e/ou continuada de professores de Ciências/Biologia, para promover a reflexão sobre as práticas docentes na busca por constituir investigadores ativos-críticos. Nesse viés, o objetivo desta pesquisa é compreender as contribuições de pesquisas de artigos produzidos no país sobre a investigação-ação/pesquisa-ação, o ensino de ciências e formação inicial ou continuada de professores de Ciências e Biologia. A presente pesquisa apresenta uma abordagem qualitativa, através de análise do tipo documental, realizada no Scientific Electronic Library Online, abrangendo pesquisas dos anos de 2002 a 2018. As pesquisas encontradas são das regiões sul, sudeste e nordeste, sendo que a região sudeste apresenta um maior número de pesquisas. A partir disso, por meio dos trabalhados encontrados na base de dados analisada foi possível identificar, caracterizar e reafirmar a importância de processos de investigação-ação nas pesquisas brasileiras sobre a formação inicial e/ou continuada de professores de Ciências/Biologia.

The social, political and educational policy changes in South Africa provide a backdrop to this paper. Its authors report recent (2000–2006) research into the education of science and mathematics teachers in this country. International research trends provide a frame for the survey. Findings suggest that most of the research in both science and mathematics teacher education consists of small scale qualitative studies, generally conducted in urban contexts and among teachers participating in formal in-service programmes. In science teacher education, research emphases appear to have shifted towards process skill development, nature of science (NOS) and indigenous knowledge systems (IKS) while still acknowledging the importance of content knowledge. In mathematics teacher education research, there is a strong emphasis on the specificity of mathematical knowledge for mathematics teaching and teacher learning, with curriculum reform recently in focus in both mathematics and science teacher education literature. Gaps in the research have also been identified, including the education of primary mathematics and science teachers, teacher education for life sciences and the education of teachers in and for rural contexts. The authors argue for further research into mathematics and science teacher education and conclude with a research agenda focused on an examination of teacher education practices, investigations into primary teacher education, studies into life sciences teacher education and empirical research across diverse schooling contexts, with particular attention being paid to rural education.

This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.

The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

FOREWORD, Kathleen Fisher.- PREFACE , David F. Treagust and Chi-Yan Tsui.- Introduction to Multiple Representations: Their Importance in Biology and Biological Education, Chi-Yan Tsui and David F. Treagust.- PART I : Role of Multiple Representations in Learning Biology.- Chapter 1 Identifying and Developing Students' Ability to Reason with Concepts and Representations in Biology, Trevor R. Anderson, Konrad J. Schonborn, Lynn du Plessis, Abindra S. Gupthar, and Tracy L. Hull.- Chapter 2 Pictures in Biology Education, Wolff-Michael Roth and Lilian Pozzer-Ardenghi.- Chapter 3 Possible Constraints of Visualization in Biology: Challenges in Learning with Multiple Representations, Billie Eilam.- Chapter 4 Promoting the Collaborative Use of Cognitive and Metacognitive Skills through Conceptual Representations in Hypermedia, Lei Liu and Cindy E. Hmelo-Silver.- Chapter 5 Learning and Teaching Biotechnological Methods Using Animations, Hagit Yarden and Anat Yarden.- PART II: Implications for Biology Teaching and Teacher Education with Multiple Representations.- Chapter 6 Experts' Views on Translation across Multiple External Representations in Acquiring Biological Knowledge about Ecology, Genetics, and Evolution, Konrad J. Schonborn and Susanne Bogeholz.- Chapter 7 Evolution is a Model, Why Not Teach It That Way?, Paul Horwitz.- Chapter 8 Multiple Representations of Human Genetics in Biology Textbooks, Pierre Clement and Jeremy Castera.- Chapter 9 Deconstructing and Decoding Complex Process Diagrams in University Biology, Phyllis B. Griffard.- Chapter 10 Learning Tree Thinking: Developing a New Framework of Representational Competence, Kristy L. Halverson and Patricia Friedrichsen.- Chapter 11 Understanding Photosynthesis and Cellular Respiration: Encouraging a View of Biological Nested Systems, Renee Schwartz and Mary Brown.- Chapter 12 Scientific Models in the Severe Acute Respiratory Syndrome (SARS) Research and in the Biology Curriculum, Siu Ling Wong, Maurice M. W. Cheng, and Valerie W.- Y. Yip.- PART III Assessment of Learning and Teaching with Multiple Representations.- Chapter 13 Supporting and Assessing Complex Biology Learning with Computer-based Simulations and Representations, Barbara C. Buckley.- Chapter 14 Secondary Students' Understanding of Genetics Using BioLogica: Two Case Studies, Chi-Yan Tsui and David F. Treagust.- Chapter 15 The Hidden Hand that Shapes Conceptual Understanding: Choosing Effective Representations for Teaching Cell Division and Climate Change, Kai Niebert, Tanja Riemeier, and Harald Gropengiesser.- Chapter 16 Analogy and Gesture for Mental Visualization of DNA Structure, Anveshna Srivastava and Jayashree Ramadas.- Chapter 17 Multiple Representations in Modeling Strategies for the Development of Systems Thinking in Biology Education, Roald Verhoeff, Kerst Boersma, and Arend Jan Waarlo.- Conclusion: Contributions of Multiple Representations to Biological Education, David F. Treagust and Chi-Yan Tsui.

For the purpose of introducing the trends and development of science teacher education in Taiwan, three stages of teacher education were explored in this study: the distant past (DP): 1949 to 1994; the immediate past (IP):1994 to 2017; and the present and future (PF): 2018 and beyond. Each of the three stages has had a different emphasis on science teacher education. In the DP stage, science teacher education in Taiwan focused mainly on preparing elementary and secondary school science teachers with sufficient science knowledge, pedagogical content knowledge and to be good role models in the classroom. During the IP stage, the “Teacher Education Act” [TEA] was enacted in 1994, and the teacher education system in Taiwan changed from a centralized system to a decentralized one. Multiple channels were opened for teacher preparation. In this period of time, the purpose of science teacher education shifted from providing good role models and sufficient science knowledge to developing competency-based professional science teachers. All teacher education programs in Taiwan could offer science teacher education training courses for pre-service science teachers. In addition, the teaching internship duration was reduced from 1 year to one semester. Teacher certification became a dominant focus in each county or school. During the PF stage, an amended TEA was implemented in 2017, and 12-year continued curriculum standards were officially implemented in the public school system in 2019. The 12-year continued curriculum standards address inquiry, practices and cross-discipline instruction. Science teachers need not only to teach science content knowledge, but also to integrate content knowledge, inquiry competence and other discipline areas into their teaching. The demand for good science teachers is increasing. Meanwhile, the low recruitment rate for science teachers impedes the public’s willingness to enroll in teacher education programs. Few teachers with bachelor degrees can pass the teacher certification exam necessary to be hired in teaching positions. Although the conditions for pre-service science teachers are harsh, there is demand in our teacher education system to recruit science teachers with talent and passion.

The Elementary School Journal Volume 84, Number 4 S1984 by The University of Chicago. All rights reserved. 001 3-5984/84/8404-0004$01.00 Assumptions, even assumptions that seem logical and reasonable, can make it difficult or impossible for people to understand scientific concepts. Everyone makes assumptions about the way the world works, assumptions like "When the sky is cloudy and dark, it will probably rain" or "Bits of wood float in water." People often use those assumptions to explain how things work: "I can see myself in a mirror because light bounces off me to the mirror and off the mirror to my eyes." Such explanations or conceptions are often based on experience and common sense; however, experience and common sense can sometimes

Teachers' Sense of Efficacy: An Important Factor in School Improvement