Melhoria das concepções dos professores estagiários sobre a educação STEM
DOI:
https://doi.org/10.35362/rie8714538Palavras-chave:
conceptualização; modelo educativo; educação intercultural; didáctica; formação de professores; STEMResumo
O crescente interesse na sigla STEM levou à coexistência de diversas conceptualizações que desafiam a sua compreensão. Na medida em que estes acrónimos - recentemente definidos como uma abordagem educacional - se destinam a representar um avanço significativo na educação científica, é necessário melhorar a compreensão do seu significado por parte dos professores. Este estudo apresenta um programa de desenvolvimento profissional destinado a tal esforço, e apresenta os resultados da sua implementação com professores de ciências da Costa Rica em formação inicial. Foi identificada uma multiplicidade de conceptualizações diferentes que constituíram um total de seis modelos STEM diferentes: desde os mais simples (por exemplo, STEM como mero acrónimo) até modelos mais desenvolvidos consistentes com as definições actuais (por exemplo, STEM como a integração curricular de quatro disciplinas). A intervenção levou a progressos no afastamento de conceptualizações simplistas. Contudo, foram identificadas dificuldades em desenvolver conceptualizações consistentes com as actuais visões da educação STEM, levantando questões sobre a adequação de uma abordagem integrada STEM.
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