Navegando por Autor "Silva, Julio Cesar Souza da"

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    Dissertação
    Alfabetização Científica e Tecnológica: uso de instrumentos tecnológicos para o Ensino de Ciências
    (Universidade Estadual do Norte do Paraná, 2025) Silva, Julio Cesar Souza da; Costa, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995; Costa, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995; Silva, Armando Paulo da; http://lattes.cnpq.br/6724994186659242; Coelho Neto, João; http://lattes.cnpq.br/2482014486805534
    The intensification of the use of Digital Information and Communication Technologies (DICT) in contemporary society has significantly impacted educational processes, particularly in Science Education. In this context, initial teacher education plays a central role in the development of pedagogical practices that integrate DICT in a critical and intentional manner, contributing to the promotion of Scientific and Technological Literacy (STL). This dissertation aims to analyze the effectiveness of a training course designed for pre-service Biology teachers, focused on the pedagogical use of DICT in Science Education, in light of indicators related to STL. The study is characterized as qualitative and was conducted within the scope of a Professional Master’s Program in Teaching (PPGEN), involving participants enrolled in the final year of a Biology Teacher Education program at the State University of Northern Paraná (UENP). The research involved the design and implementation of an Educational Product (EP) in the form of a short-term teacher training course. Data collection procedures included diagnostic and evaluative questionnaires administered throughout the course, as well as the analysis of lesson plans developed by the participants. Data analysis was conducted through qualitative analysis, with textual units of analysis organized according to the three structuring axes of Scientific and Technological Literacy, defined a priori, and an emergent category entitled Formative Advancements. The results indicate an expansion of pre-service teachers’ conceptual, practical, and critical understanding of the use of DICT in Science Education, highlighting relevant contributions of the Educational Product to initial teacher education oriented toward Scientific and Technological Literacy.
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    Produto educacional
    Ensinando ciências com tecnologia: um curso de extensão para professores em formação
    (Universidade Estadual do Norte do Paraná, 2025) Silva, Julio Cesar Souza da; Costa, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995
    The intensification of the use of Digital Information and Communication Technologies (DICT) in contemporary society has significantly impacted educational processes, particularly in Science Education. In this context, initial teacher education plays a central role in the development of pedagogical practices that integrate DICT in a critical and intentional manner, contributing to the promotion of Scientific and Technological Literacy (STL). This dissertation aims to analyze the effectiveness of a training course designed for pre-service Biology teachers, focused on the pedagogical use of DICT in Science Education, in light of indicators related to STL. The study is characterized as qualitative and was conducted within the scope of a Professional Master’s Program in Teaching (PPGEN), involving participants enrolled in the final year of a Biology Teacher Education program at the State University of Northern Paraná (UENP). The research involved the design and implementation of an Educational Product (EP) in the form of a short-term teacher training course. Data collection procedures included diagnostic and evaluative questionnaires administered throughout the course, as well as the analysis of lesson plans developed by the participants. Data analysis was conducted through qualitative analysis, with textual units of analysis organized according to the three structuring axes of Scientific and Technological Literacy, defined a priori, and an emergent category entitled Formative Advancements. The results indicate an expansion of pre-service teachers’ conceptual, practical, and critical understanding of the use of DICT in Science Education, highlighting relevant contributions of the Educational Product to initial teacher education oriented toward Scientific and Technological Literacy.