O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22507 |
Resumo: | The use of didactic models in Science Education can collaborate with the representation of chemical knowledge, brings students closer to the content developed in the classroom, and qualify the students learning processes. This work aims to check the efficiency of the Quadrangulation method for teaching physical and chemical transformations of matter, to make the study of this theme more attractive to students, and to collaborate with Science Teaching in schools. The development of this methodology came about through the studies of professor and researcher Alex H. Johnstone, who in 1982 was the first to deal with the three levels of representation in the teaching of chemistry (macro, submicro and symbolic), a method called Triangulation. The activities were carried out with eight students from the 1st year high school students in 10 weeks (aged between 15 and 17 years). The research developed was a cross-sectional study (FILHO, 1998), from an exploratory and explanatory qualitative approach (MOREIRA, 2011). Questionnaires were used as the research tool. The activities took place as follows: a) Application of the pre-test questionnaire, b) Expository class, c) Construction of didactic material by students, d) Application of the post-test questionnaire. According to the answers, it was possible to verify that the students, in general, were dedicated to answering the proposed questions. In this sense, it can be observed that through the use of the methodology developed in this work, the students had a significant advance in the understanding of chemical concepts to explain day-to-day phenomena, and also in the way they were excited to learn Science through the new proposal. Thus, it can be observed that the student (A1) exhibited a greater emphasis on scientific terms in his answers, while the student (A2) used the chemistry of everyday life to explain scientific knowledge. The student (A3) minimally improved his comprehension in the post-test. On the other hand, students (A4), (A5), and (A7) had difficulties to develop their explanations, both in the pre- test and in the post-test questionnaire. Finally, students (A1), (A6), and (A8) stood out in understanding the phenomena in the post-test questionnaire. Based on the outcome of the data analysis, it was revealed that the Quadrangulation process can collaborate with the teaching and learning of students in the study of the transformations of the matter. |
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2021-10-22T17:08:49Z2021-10-22T17:08:49Z2020-02-27http://repositorio.ufsm.br/handle/1/22507The use of didactic models in Science Education can collaborate with the representation of chemical knowledge, brings students closer to the content developed in the classroom, and qualify the students learning processes. This work aims to check the efficiency of the Quadrangulation method for teaching physical and chemical transformations of matter, to make the study of this theme more attractive to students, and to collaborate with Science Teaching in schools. The development of this methodology came about through the studies of professor and researcher Alex H. Johnstone, who in 1982 was the first to deal with the three levels of representation in the teaching of chemistry (macro, submicro and symbolic), a method called Triangulation. The activities were carried out with eight students from the 1st year high school students in 10 weeks (aged between 15 and 17 years). The research developed was a cross-sectional study (FILHO, 1998), from an exploratory and explanatory qualitative approach (MOREIRA, 2011). Questionnaires were used as the research tool. The activities took place as follows: a) Application of the pre-test questionnaire, b) Expository class, c) Construction of didactic material by students, d) Application of the post-test questionnaire. According to the answers, it was possible to verify that the students, in general, were dedicated to answering the proposed questions. In this sense, it can be observed that through the use of the methodology developed in this work, the students had a significant advance in the understanding of chemical concepts to explain day-to-day phenomena, and also in the way they were excited to learn Science through the new proposal. Thus, it can be observed that the student (A1) exhibited a greater emphasis on scientific terms in his answers, while the student (A2) used the chemistry of everyday life to explain scientific knowledge. The student (A3) minimally improved his comprehension in the post-test. On the other hand, students (A4), (A5), and (A7) had difficulties to develop their explanations, both in the pre- test and in the post-test questionnaire. Finally, students (A1), (A6), and (A8) stood out in understanding the phenomena in the post-test questionnaire. Based on the outcome of the data analysis, it was revealed that the Quadrangulation process can collaborate with the teaching and learning of students in the study of the transformations of the matter.A utilização de modelos didáticos no Ensino de Ciências pode colaborar com a representação dos conhecimentos químicos, aproximar os estudantes do conteúdo desenvolvido na sala de aula e qualificar os processos de aprendizagem dos escolares. O presente trabalho tem como objetivo verificar a eficiência do método da Quadrangulação para o ensino de transformações físicas e químicas da matéria, a fim de tornar o estudo deste tema mais atrativo para os estudantes e colaborar com o Ensino de Ciências nas escolas. O desenvolvimento desta metodologia surgiu através dos estudos do professor e pesquisador Alex H. Johnstone, que em 1982, foi o primeiro a tratar sobre os três níveis de representação no ensino da química (macro, submicro e simbólico), método denominado Triangulação. A partir disso, surgiu a ideia de propor o quarto nível de representação, denominado por “nível das características”. Desta maneira, os respectivos quatro níveis de representação formam o processo da Quadrangulação. As atividades ocorreram através de encontros semanais com oito estudantes do 1º ano do ensino médio (magistério) durante 10 semanas (com idades entre 15 e 17 anos). A pesquisa desenvolvida foi um estudo transversal (FILHO, 1998), a partir de uma abordagem qualitativa do tipo exploratória e explicativa (MOREIRA, 2011). Foram utilizados questionários como instrumentos de pesquisa. As atividades ocorreram da seguinte maneira: a) Aplicação do questionário pré-teste, b) Aula expositiva, c) Construção do material didático pelos estudantes, d) Aplicação do questionário pós-teste. De acordo com as respostas, foi possível verificar que os estudantes, em geral, se dedicaram para responder as questões propostas. Neste sentido, pode-se observar que através da utilização da metodologia desenvolvida neste trabalho, os estudantes tiveram um avanço significativo na compreensão de conceitos químicos para explicar fenômenos do dia a dia, e também na forma como se mostraram entusiasmados em aprender Ciências através da nova proposta. Sendo assim, pode- se observar que o estudante (A1) exibiu uma maior ênfase de termos científicos em suas respostas, enquanto o estudante (A2) utilizou da química do cotidiano para explicar os conhecimentos científicos. O estudante (A3) melhorou minimamente suas compreensões no pós-teste. Em contrapartida, os estudantes (A4), (A5) e (A7) apresentaram dificuldades para desenvolver suas explicações, tanto no questionário pré-teste como no pós-teste. Por fim, os estudantes (A1), (A6) e (A8) se destacaram na compreensão dos fenômenos no questionário pós-teste. Com base na análise de dados, revelou-se que o processo da Quadrangulação pode colaborar com o ensino e aprendizagem dos estudantes no estudo das transformações da matéria.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de químicaMaterial didáticoMatériaFenômeno físicoFenômeno químicoChemistry teachingCourse materialsMatterPhysical phenomenonChemical phenomenonCNPQ::OUTROS::CIENCIASO processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciênciasThe quadrangulation process: a new methodological perspective in science teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSchetinger, Maria Rosa Chitolinahttp://lattes.cnpq.br/4401319386725357Costa, Denise Kriedt daMoresco, Terimar Ruosohttp://lattes.cnpq.br/4524254015914682Joras, Luana Ehle900500000008600600600f2c5f39c-089e-4825-bfba-cc66b90989819ac7c5ce-abf8-4fb1-8510-737961643e66a6f45521-a8d0-42a7-ae3e-e0f6af675eb736f3c0cf-8a6e-42f3-91b2-f22dad274869reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGQVS_2020_JORAS_LUANA.pdfDIS_PPGQVS_2020_JORAS_LUANA.pdfDissertação de Mestradoapplication/pdf3532715http://repositorio.ufsm.br/bitstream/1/22507/1/DIS_PPGQVS_2020_JORAS_LUANA.pdf9f5def91c2dc0a0283b09aaa6e07173cMD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências |
dc.title.alternative.eng.fl_str_mv |
The quadrangulation process: a new methodological perspective in science teaching |
title |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências |
spellingShingle |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências Joras, Luana Ehle Ensino de química Material didático Matéria Fenômeno físico Fenômeno químico Chemistry teaching Course materials Matter Physical phenomenon Chemical phenomenon CNPQ::OUTROS::CIENCIAS |
title_short |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências |
title_full |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências |
title_fullStr |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências |
title_full_unstemmed |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências |
title_sort |
O processo da quadrangulação: uma nova perspectiva metodológica no ensino de ciências |
author |
Joras, Luana Ehle |
author_facet |
Joras, Luana Ehle |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Schetinger, Maria Rosa Chitolina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4401319386725357 |
dc.contributor.referee1.fl_str_mv |
Costa, Denise Kriedt da |
dc.contributor.referee2.fl_str_mv |
Moresco, Terimar Ruoso |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4524254015914682 |
dc.contributor.author.fl_str_mv |
Joras, Luana Ehle |
contributor_str_mv |
Schetinger, Maria Rosa Chitolina Costa, Denise Kriedt da Moresco, Terimar Ruoso |
dc.subject.por.fl_str_mv |
Ensino de química Material didático Matéria Fenômeno físico Fenômeno químico |
topic |
Ensino de química Material didático Matéria Fenômeno físico Fenômeno químico Chemistry teaching Course materials Matter Physical phenomenon Chemical phenomenon CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Chemistry teaching Course materials Matter Physical phenomenon Chemical phenomenon |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
The use of didactic models in Science Education can collaborate with the representation of chemical knowledge, brings students closer to the content developed in the classroom, and qualify the students learning processes. This work aims to check the efficiency of the Quadrangulation method for teaching physical and chemical transformations of matter, to make the study of this theme more attractive to students, and to collaborate with Science Teaching in schools. The development of this methodology came about through the studies of professor and researcher Alex H. Johnstone, who in 1982 was the first to deal with the three levels of representation in the teaching of chemistry (macro, submicro and symbolic), a method called Triangulation. The activities were carried out with eight students from the 1st year high school students in 10 weeks (aged between 15 and 17 years). The research developed was a cross-sectional study (FILHO, 1998), from an exploratory and explanatory qualitative approach (MOREIRA, 2011). Questionnaires were used as the research tool. The activities took place as follows: a) Application of the pre-test questionnaire, b) Expository class, c) Construction of didactic material by students, d) Application of the post-test questionnaire. According to the answers, it was possible to verify that the students, in general, were dedicated to answering the proposed questions. In this sense, it can be observed that through the use of the methodology developed in this work, the students had a significant advance in the understanding of chemical concepts to explain day-to-day phenomena, and also in the way they were excited to learn Science through the new proposal. Thus, it can be observed that the student (A1) exhibited a greater emphasis on scientific terms in his answers, while the student (A2) used the chemistry of everyday life to explain scientific knowledge. The student (A3) minimally improved his comprehension in the post-test. On the other hand, students (A4), (A5), and (A7) had difficulties to develop their explanations, both in the pre- test and in the post-test questionnaire. Finally, students (A1), (A6), and (A8) stood out in understanding the phenomena in the post-test questionnaire. Based on the outcome of the data analysis, it was revealed that the Quadrangulation process can collaborate with the teaching and learning of students in the study of the transformations of the matter. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-02-27 |
dc.date.accessioned.fl_str_mv |
2021-10-22T17:08:49Z |
dc.date.available.fl_str_mv |
2021-10-22T17:08:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/22507 |
url |
http://repositorio.ufsm.br/handle/1/22507 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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900500000008 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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