Initial training of teachers in science education activity: Exploring non-formal environments.

Authors

  • Cecília Santiado do Carmo Araújo Faculdade de Inhumas - FacMais, Goiás, Brasil. Av. Monte Alegre, n. 100, Residencial Monte Alegre, Inhumas, GO.
  • Juliana Simião Ferreira Universidade Estadual de Goiás, Unidade de Ciencias Exatas e Tecnológicas. Anápolis, GO - Brasil
  • Ruan Carlos Pires Faquim Mestrado em Diversidade Biológica e Conservação Nos Trópicos (Conceito CAPES 3). Universidade Federal de Alagoas, UFAL, Brasil.
  • Carollinny Vilas Boas dos Passos Mestrado em Diversidade Biológica e Conservação Nos Trópicos (Conceito CAPES 3). Universidade Federal de Alagoas, UFAL, Brasil.
  • Anna Claudia dos Santos Universidade Federal do Rio Grande do Norte.
  • Herick Soares de Santana
  • Ramilla dos Santos Braga
  • Gislene Lisboa de Oliveira UNIVERSIDADE ESTADUAL DE GOIÁS, Unidade de Educação a Distância (UnUEAD). Anapolis, GO - Brasil

DOI:

https://doi.org/10.18675/2177-580X.vol8.n2.p97-111

Abstract

Conceptions of Science influence educational practices and interpretations about the construction of scientific knowledge. Therefore, this study aimed to use scientific practice to test the efficiency of non-formal educational environments in training candidates for teacher certification in Biological Sciences. Training of candidates was performed in four meetings held on the State University of Goiás in Anápolis, which features an interpretative trail for environmental education. To test the hypothesis that the training was effective, a paired t-test was performed on the grades obtained in the questionnaires before and at the end of the activities (pretest and post-test). The test showed that the course was effective and led to an increase in students’ knowledge of the content covered (t test: t = 2.95, df = 16, p = 0.01), showing that on average, the scores of students increased in the post-test. This denotes a cognitive gain at the end of the course.

KEYWORDS: Science education. Interpretative trails. Pre- and post-tests.

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Published

2014-01-29

Issue

Vol. 8 No. 2 (2013)

Section

Artigos