Uesc -Universidade Estadual de Santa Cruz

Master's Program in Science and Mathematics Education

• Research in Science and Mathematics Education: Introduction to research in Science and Mathematics Education. Theoretical research and empirical research. Theoretical and methodological trends in educational research involving the Physics Teaching areas, Biology Teaching, Chemistry Teaching, and Mathematics Teaching. Theoretical and research methodological aspects in Education of Science and Mathematics. Research planning involving the problem and proposed methods adequacy. The theoretical and the research methodological consistency, its feasibility and ethical and political implications for society.
• Teacher Education in Science and Mathematics Teaching (Research Line 1): Initial and continuing education trends and perspectives for Science and Mathematics teachers. The elementary school and university teachers’ professional development from the articulation perspective between pedagogical knowledge and the specific knowledge of each area. Theoretical, methodological and specific literature epistemological contributions on teacher education in Science and Mathematics.
• Teaching theories and learning in Science and Mathematics (Research Line 2): Teaching paradigms and constructs and learning theories that serve as anchors for the Science and Mathematics Education theoretical development. Teaching and learning based on cognitivist theories: behaviorism, meaningful learning, constructivist and social interactionist theories (Piaget's genetic epistemology and Vygotsky's cultural-historical approach and Wallon's affectivity). Epistemological obstacles, errors and notions. Teaching and learning in Science and Mathematics teaching (inquiry teaching and learning).
• Research Seminars I: Since this is the first seminar, the subject will focus on scientific communication, both from the listener's and the speaker's point of view. In this sense, the course will be divided into three parts:
  Strand 1 - the preparation and presentation, by the master's students, a seminar based on an article reading (A1-B1) chosen together with the supervisor;
  Strand 2 - participation as a listener, with subsequent evaluation of seminars of the colleagues in the discipline;
  Strand 3 - participation, as a listener and subsequent debater of seminars given by specialists in the area, belonging or not, to the UESC staff.
• Research Seminars II: Study of scientific writing textual structure for the scientific papers production originating from studies carried out in disciplines or related to their research. To obtain credits for this course, the graduate student must submit a paper to a national or international scientific event. Emphasis on the different approaches and scientific research types in the field of Mathematics and Science education in order to support graduate writing and decision making related to: the problem adequacy, theoretical and methodological consistency, data analysis and partial/final results.
• Research Seminars III: Study of different approaches and scientific research types in the Science and Mathematics education field in order to support the graduates in theoretical and methodological research writing and to make decisions related to: the problem adequacy and theoretical and methodological consistency; feasibility; ethical and political implications for society. Ongoing researches will be disseminated in seminars with the graduate students participation in the modalities: organizer and presenter and debater of researches in progress.
• Research Seminars IV: Since this is the last Seminar, being offered in the course's 4th semester, the subject will focus on a scientific article preparation to be submitted to a scientific journal. Although it is not mandatory, it is expected that this article addresses the obtained results in the study that the student did in his/her dissertation construction. In this learning process to write an article, the students will experience, throughout the course, the scientific author role and, simultaneously, the scientific critic role.
• Teaching Internship: The Teaching Internship is a one-semester internship in undergraduate courses with a professor from the Program or the University that involves teaching activities such as: teaching theoretical or practical classes; participating in programmatic, theoretical or practical content partial evaluation; applying pedagogical methods or techniques, such as directed studies, seminars, etc.
• Qualification Examination: The Collegiate, having received the Qualification Report in a format to be defined by the Normative Instruction, will define an Examining Committee to conduct the Master's Qualification Examination. The Examining Committee, composed of 03 (three) professors, Doctoral Degree title holders or Free Teaching, obligatorily including the Advisor (board chairman) and the co-supervisor (if it is case), will issue an opinion to the Collegiate on the oral the Qualification Report defense by the student, indicating: its approval, approval subject to incorporation of modifications, or failure. The Qualification Report that has received a favorable opinion from the members of the examining committee majority will be considered approved. If substantial modifications should be required to the Qualification Report, the Collegiate will set a new date for resubmission. If the qualification exam is not approved, the Collegiate will also set a new date for resubmission, based on the deadlines established in a PPGECM specific resolution. In case the student fails again in the Master's Qualifying Examination, he will be removed from the Program. The exam must be taken for the first time within a minimum of 6 (six) months and a maximum of 18 (eighteen) months after the student's first enrollment in the Program.
• Oriented Research I, II, III and IV: The activity of Oriented Research, responsibility of each Professor, aims to provide subsidies for the formulation and execution of the dissertation work project. The student must be enrolled in this activity every semester until the dissertation conclusion. To fulfill the supervised research activity, the student must, every semester, carry out the necessary tasks for the research project execution, within its activity plan, in agreement with the supervisor and under his/her supervision.
  
  
  Optional subjects
  
  
• Curriculum and School in Science and Mathematics Education: The curriculum as a study field: origins and evolution. Curriculum conceptions. Curriculum theories. The relationships between curriculum and school. Official documents: PCN, PCN+ and Curriculum Guidelines. Curricular proposals present in the science teaching (thematic approach, study situation, the curriculum worked from the perspective of projects). Hidden curriculum.
• Inclusive Education and the Science and Mathematics Teaching: The critical reflection of historical, political, ethical and educational issues regarding the students inclusion with disabilities in basic and higher education. The approach of concepts related to the stereotype, prejudice, difference, diversity and disability. Teacher education and teaching and learning processes in inclusive education. Research in inclusive education and Science and Mathematics teaching.
• Academic Writing: The scientific writing and its role in Science Education. The general scientific article structure. The area journals. The scope of journals. Introduction. Theoretical framework. Methodology. Information analysis. Concluding remarks. Abstract. Title and keywords. Article submission process.
• Special Topics in Science and Mathematics Education I: Textual Discourse Analysis (TDA) - initial methodological assumptions History of data analysis processes in quantitative and qualitative research. Introduction to Textual Discourse Analysis (TDA). The TDA uses assumptions as a data analysis method in researches. TDA method of study: theoretical and methodological in the research data analysis. Submission of texts to TDA: exercises of analysis.
• Special Topics in Science and Mathematics Education I: understanding scientific texts in Spanish language. Introduction to reading texts in Spanish language. Linguistic resources. Vocabulary and basic structures addressed in a functional manner. Strategies for reading, interpreting and translating scientific texts.
• Special Topics in Education in Science and Mathematics II: textual discourse analysis - theoretical and methodological assumptions. Theoretical and methodological assumptions underlying the discursive information analysis. Introduction to phenomenology and hermeneutics. Describing, interpreting and arguing. Information analysis exercises in a collective perspective. Writing as a mediating tool in the textual analysis processes.
• Special Topics in Mathematics and Science Education II: software and computational tools in qualitative research. Qualitative research and its characteristics. Specificities in the educational field. Theoretical and methodological aspects that guide the discursive information analysis. Introduction to Textual Discourse Analysis. Main computational tools and software used in qualitative research. Exercises in discursive information analysis.
• Practices of Paulo Freire in teaching Science and Mathematics: Paulo Freire's educational conception fundamental assumptions. This conception transposition limits and possibilities to the school education context, especially to the science and mathematics teaching.
• Statistics in Science and Mathematics Teaching: In this subject, the study is organized in three blocks. The first deals with Statistics as a tool that allows reading the world, the developing statistical thinking and literacy perspective in order to form capable citizens that act critically in statistical information; the second, as a teaching object in Basic Education and research in Science and Mathematics Education, which aims to build teaching sequences; and, the third, Statistics as a tool of the scientific research service, both in reading and writing articles and scientific reports, as in the statistical reports production, emphasizing the theoretical assumptions and the use in practice of the most common statistical tests practice in research in Science and Mathematics education.
• Special Topics in Science Teaching II: curricular approaches: Curriculum definitions, Curriculum Theories, Emerging Approaches in Science Teaching, Curriculum Proposals Construction.
• Mathematics Education and Cultural Diversity: Based on the Ethnomathematics assumptions, on the intercultural approach contributions to curriculum and, on the building collaborative practices perspective, it is analyzed and discussed the action possibilities and the teaching work challenges in order to plan, develop and evaluate practices aimed to include Mathematics in the diverse communities (e.g. quilombolas, indigenous and rural workers) in the various contexts where educational processes take place.
• Mathematics foundations in the Higher Education perspective: The study of functions (Affine, Quadratic, Exponential, Logarithmic, Trigonometric, among others). Limit and Continuity. Derivative. Integral. Derivative and integral applications. Studies developed in the Mathematics Education context, highlighting the possible reflections of their contributions to the competences and abilities development that characterize the reasoning and these mathematical objects knowledge representation both in Basic Education and in Higher Education.
• Special Topics in Mathematics Education I: early algebra: The course will focus on the discussion of the early algebraic teaching and reasoning development in the elementary school. This discussion will be based on the reading of texts produced by national and international experts in the field.
• Special Topics in Mathematics Education I: the TDA use for academic production. The use of Textual Discourse Analysis (TDA) for academic production through the processes that constitute this methodology. The use of IRAMUTEQ software in qualitative research. Systematic Literature Review (SRL) presentation as a way to broaden searches to contemplate textual data analysis methodologies. Writing articles that contemplate the TDA or SDT use and software.
• Teaching Sciences in the context of the early years: Science Teaching specificities study in the context of early years when compared to other Basic Education stages. Fundamentals and conceptions that guide the teachers training who work in Science teaching in the early years. Science teaching through research.
• Scientific Literacy in the classroom: concepts and practices. The Scientific Literacy concept. Scientific Literacy goals and implications in the classroom. Science Teaching as a way to promote classroom interactions. Development of skills in Elementary Education through Science lessons. The language development: oral, graphic and gestural, as an assessment object for the teacher. Major themes:
  1) Scientific Literacy - ideas, definitions and relationships with the classroom.
  2) Official documents and science curriculum.
  3) Science Education relations with general objectives of the primary school.
  4) Work proposals and research for science teaching.
  
  
• Science, Technology and Society: Conception analysis and relationships between science, technology and society, highlighting the understanding importance and building the scientific-technological knowledge from its social and cultural dimension, as well as its impacts, integrating the ethical-political dimension to the critical reflection process. Discussion of the ways of inserting such questions in the context of teaching, so that it can also be hopeful as an agent of transformation of reality.
• Science in Formal and Non-Formal Spaces Dissemination and Popularization: Science dissemination and popularization conceptualization. Possible relations of Science dissemination with formal and non-formal spaces of science education and teaching and learning processes. The science teaching in the relationship between formal and non-formal education context. Museums and science centers and the science education promotion. Research on the science dissemination and popularization in science education in Brazil.
• Didactics of experimental Sciences: Theoretical approach to the Experimental Sciences Didactics with emphasis on French-speaking authors, exploring themes such as didactic transposition, didactic contract, situation theory, social reference practices and learning obstacles. The use of these theoretical references as didactic and methodological strategies and/or as instrument for analysis of problems and specific issues of science teaching, such as the alternative conceptions, the epistemological obstacles, the cognitive conflict, the relationship between teacher-student and didactic material, the elaboration and problematization of school knowledge.