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| Main Authors: | , |
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| Format: | Preprint |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2404.12124 |
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| _version_ | 1866929318915997696 |
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| author | de Oliveira, Vitória Cássia Gabriela Vera, José Alberto Casto Nogales |
| author_facet | de Oliveira, Vitória Cássia Gabriela Vera, José Alberto Casto Nogales |
| contents | Introduction and Objective. Assuming the need to rethink Education and its function as an element of social transformation and generator of a profound ethical change and promoter of other ways of being on planet Earth, this study seeks to understand the possible dialogues between Earth Pedagogy and Astrobiology in the construction and proposition of continuing education processes for science teachers. Methodology. A mini-course was promoted aimed at teachers and an attempt was made to report the construction process of the training process and, using Content Analysis, to analyze the contributions pointed out by the participants to their training and teaching practice. Results and Conclusion. The dialogue between knowledge in the continuing education of teachers contributes with fundamental elements to teaching practice, covering cognitive, emotional, individual and collective aspects, as well as highlighting the role of the university in promoting initiatives that bring Education and Complexity together. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2404_12124 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Dialogues between Astrobiology and Earth Pedagogy: a proposal to the continued training of science teachers de Oliveira, Vitória Cássia Gabriela Vera, José Alberto Casto Nogales Physics Education Introduction and Objective. Assuming the need to rethink Education and its function as an element of social transformation and generator of a profound ethical change and promoter of other ways of being on planet Earth, this study seeks to understand the possible dialogues between Earth Pedagogy and Astrobiology in the construction and proposition of continuing education processes for science teachers. Methodology. A mini-course was promoted aimed at teachers and an attempt was made to report the construction process of the training process and, using Content Analysis, to analyze the contributions pointed out by the participants to their training and teaching practice. Results and Conclusion. The dialogue between knowledge in the continuing education of teachers contributes with fundamental elements to teaching practice, covering cognitive, emotional, individual and collective aspects, as well as highlighting the role of the university in promoting initiatives that bring Education and Complexity together. |
| title | Dialogues between Astrobiology and Earth Pedagogy: a proposal to the continued training of science teachers |
| topic | Physics Education |
| url | https://arxiv.org/abs/2404.12124 |