Mapeamento cognitivo da aprendizagem telecolaborativa de professores de ciências e matemática em formação: análise de narrativas tecidas em fóruns de discussão

Abstract

To renew the collaborative teaching practice it is strategic promote the integration of educational technologies and curriculum. To achieve this, is necessary to observe the teacher‟s formation in the areas of science and mathematics, according a proposal that valorizes the construction of knowledge in action, making a cognitive mapping of the telecollaborative learning and from the point of view of the ausubelian meaningful learning. To delimit the research field it was choose a discipline named Mathematical and Science Teaching, that was offered by the Master of Science Programme in Mathematical and Science Teaching from the Federal University of Ceara, during the second semester of 2010. This class had twenty students, that were student teachers, and they were accompanied by a professor. The theoretical fundamentals of the dissertation were mainly supported by Okada's cognitive mapping, the Ausubel's meaningful learning, the Novak's conceptual maps, the Valente's constructionism, the scientific education proposed by Carvalho and Gil-Perez and some aspects from multivariate analysis according Moraes, Almeida and Almouloud. In this work we followed a qualitative and applied research approach, in order to characterize interrelations between the concepts and arguments expressed by students narratives posted on discussion forums. We selected and analyzed the forums 12 and 13, from a sample of 31 forums. These forums were organized on TelEduc platform, as a pedagogical support for the development of several student teacher presential classroom activities, according the following themes: conceptual mapping techniques and training of science teachers. The dissertation can also methodologically be classified as action research and collaborative. We used techniques of the discursive text analyses, as unitarization, categorization and metatext, in order to analyze the narratives posted on the forums. Firstly it was identified deductive categories, that were mapped according a consecutive step in forum 12. On a further step inductives categories were emerged from forum 13. After that, the categories were critically analyzed using the support of the software CHIC, abbreviation from Portuguesfor "Hierarchical, Cohesive and Implicative Classification". The results were obtained from CHIC data output and expressed by the named similarity trees, where the categories are graphically exposed. The similarity trees are organized according arrangements of nodes, with relational and hierarchical structures. The qualitative analysis of multidimensional data was used to identify the interrelation and hierarchies in the forums posts from the students. The meta-texts were produced to facilitate the mapping process and the development of more advanced textual analysis. The survey showed, among other evidence that: telecollaboratively and following an ausubelian perspective, teachers wove their narratives in the forums, according to different degrees of hierarchy and interconnections; (re) meant ideas and assumptions in theoretical and practical fields of conceptual mapping and training teachers of science and mathematics; concept maps can assist in the continuing education of teachers and development of teaching and learning activities.