O impacto do ensino de estratégias de resolução de problemas no desempenho dos professores de ciências em formação na resolução de questões de múltipla escolha

Emine Hatun Diken

doi:10.22633/rpge.v29iesp3.20699

Autores

Emine Hatun Diken Universidade Kafkas https://orcid.org/0000-0003-3922-2535

DOI:

https://doi.org/10.22633/rpge.v29iesp3.20699

Palavras-chave:

Resolução de problemas, Estratégias de resolução de problemas, Ensino de estratégias, Estratégia cognitiva, Estratégia metacognitiva

Resumo

Este estudo investiga o efeito do ensino de estratégias de resolução de problemas sobre o desempenho de professores de ciências em formação ao responder a questões de múltipla escolha. Adotando um desenho de estudo de caso qualitativo, a pesquisa envolveu seis professores do segundo ano do Departamento de Educação em Ciências de uma universidade na província de Kars. Os dados foram coletados por meio de seis questões de múltipla escolha de Física, Química e Biologia, juntamente com um formulário de entrevista semiestruturada. Conduzido ao longo de quatro semanas no curso “Abordagens de Aprendizagem e Ensino de Ciências”, o estudo examinou as estratégias e a precisão dos participantes antes e depois da instrução em métodos cognitivos e metacognitivos de resolução de problemas. A análise de conteúdo revelou que, após receberem instruções, os participantes usaram uma gama mais ampla de estratégias cognitivas e metacognitivas de forma mais eficaz. Além disso, foi observada uma melhora moderada no número de respostas corretas. Esses resultados indicam que o ensino de estratégias de resolução de problemas influencia positivamente o desempenho dos professores em formação em questões de ciências de múltipla escolha.

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Biografia do Autor

Emine Hatun Diken, Universidade Kafkas

Universidade Kafkas, Faculdade de Educação Dedekorkut, Kars, Turquia.

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