THE MANAGEMENT OF THE "SCIENCE IS 10" COURSE AND THE PROCESSES OF EVASION AND RETENTION OF STUDENTS

Authors

Keywords:

Science Teaching., Distance Education., School Dropouts., Retention., Management.

Abstract

This work reports on the experiences that took place during the Specialization Course in Science Teaching - Final Years of Elementary School - Ciência - Science is Ten. The course was planned to offer some face-to-face classes, but it was held during the pandemic period and had to be offered entirely in Distance Education mode. This surprised everyone involved, as everything had to be adapted to the new format. The course lasted 480 hours, spread over three modules. Moodle was the virtual learning environment used to make the content available. In addition to the subjects, the course participants had to produce a Course Conclusion Work. At the start of the course, the coordination team received complaints about the majority of course participants dropping out. Once the reasons given by the course participants were ascertained, the coordination team immediately took a number of steps to solve the problems. This report presents the strategies used by the coordination team to retain students until the end of the course. The course had a low drop-out rate, mainly due to health issues. The course was managed by relying on a support foundation to manage the funds and on the administrative and academic bodies of a public university.

Author Biographies

Mirian Pacheco Silva Albrecht, UFABC

Docente na Universidade Federal do ABC

Daniel Scodeler, UFABC

Docente na Universidade Federal do ABC

Kátia Franklin Albertin Torres, UFABC

Docente na Universidade Federal do ABC

Evonir Albrecht, UFABC

Docente na Universidade Federal do ABC

References

BRASIL. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior(CAPES). Projeto pedagógico do curso: especialização em ensino de ciências –Anos finais do Ensino Fundamental “Ciência é Dez!”. Brasília: MEC, 2018. Disponível em: https://link.ufms.br/jtRFe. Acesso em: 29 jun 2023.

CARVALHO, A. M. P. Ensino e aprendizagem de ciências: referenciais teóricos e dados empíricos das sequências de ensino investigativas- (SEI). In: Marcos Daniel Longhini. (Org.) O Uno e o Diverso na Educação. 1.ed. Uberlândia: EDUFU, 2011, p. 253-266.

FREIRE, P. Pedagogia da autonomia: saberes necessários à prática docente. Rio de Janeiro: Paz e Terra, 1996.

GARCIA, V.; CARVALHO Jr, P. Educação à distância (EAD), conceitos e reflexões. Revista Medicina (Ribeirão Preto). 48. 209-2013. 10.11606/issn.2176-7262.v48i3p209-213. Disponível em: https://link.ufms.br/hnR4P. Acesso em: 29 jun 2023.

KNUPPEL, M. A. C.; SERRA, I. M. R. de S. .; LIRA, L. A. R. de. Novas tendências e desafios para educação a distância: a parceria das universidades estaduais e o sistema UAB. Plurais - Revista Multidisciplinar, Salvador, v. 6, n. 3, 2021. Disponível em: https://link.ufms.br/VJQMe. Acesso em: 23 ago. 2023.

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Published

2024-01-15

How to Cite

Pacheco Silva Albrecht, M., Scodeler, D., Franklin Albertin Torres, K., & Albrecht, E. (2024). THE MANAGEMENT OF THE "SCIENCE IS 10" COURSE AND THE PROCESSES OF EVASION AND RETENTION OF STUDENTS. SUD, 9. etrieved from https://submissao-esud.ufms.br/home/article/view/29

Issue

2023: Anais ESUD|CIESUD

Section

ESUD2023_Relatos de Experiência | Trilha Temática II - Gestão e governança

License

Copyright (c) 2024 Mirian Pacheco Silva Albrecht, Daniel Scodeler, Kátia Franklin Albertin Torres, Evonir Albrecht

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