Resolução de problemas e avaliação em perspectiva de ciência, tecnologia, sociedade e ambiente: delineamentos na residência pedagógica de física

Abstract

This research aims to analyze the conceptions of teaching, learning, and assessment among Physics education students participating in the Pedagogical Residency Program, with a focus on the integration between Science, Technology, Society, and Environment (STSE) Education and Problem Solving, providing insights into teacher training and practice. The research emphasizes Problem Solving in connection with STSE Education, interrelating with educational assessment. It is a qualitative, descriptive, and interpretative study, grounded in Content Analysis. The data under analysis consists of teaching proposals and questionnaires completed by four pairs of residents, totaling eight participants, within the framework of the 3rd edition of the Pedagogical Residency Program at a public university in Paraná, Brazil. During the planning stage, the residents developed teaching proposals following a model that encompassed seven fundamental pillars: conceptions of teaching and learning, context description, objectives, program content and schedule, teaching methodology, assessment, and bibliographic references. The analysis focused mainly on the pillars of conceptions of teaching and learning, objectives, program content, teaching methodology, and assessment. The teaching proposals were developed for high school classes, and the activities and assessments included in them were designed to integrate scientific concepts with social, environmental, and technological issues, using elements from different pedagogical approaches. The predominant assessment methods described in the proposals varied between quizzes, practical activities, and exercises. Furthermore, the study highlighted demands, challenges, and opportunities for Physics teaching in Basic Education within the context of teacher training and practice. The residents’ conceptions regarding educational materials and assessment activities related to Problem Solving, considering the relations between STSE, were also examined. As an Educational Product, a Delineation Notebook is proposed, concerning educational resources and assessment activities for Physics teaching in high school, correlating Problem Solving and STSE Education.