Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint

Detalhes bibliográficos
Autor(a) principal: Marques, Ronualdo
Data de Publicação: 2020
Outros Autores: Xavier, Claudia Regina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/9374
Resumo: Education Environmental Education as a cross-cutting theme in the Science Teaching curriculum enables reflections and discussions so that this knowledge contributes to a new stance with actions in its relationship with the environment. This research aimed to analyze the evidence of the development of critical, analytical and scientific sense of students with the application of a Didactic Sequence on the Garbage Ecological Footprint. It could be concluded that the inclusion of Environmental Education in the school curriculum in a contextualized way can give a new meaning to the teaching method and break with isolated and isolated practices and with mechanistic and conservative Education, since the development of integrated and participative actions enhances the discussions that emerge from the relationships between man, society and nature. In addition, the process of raising students' awareness of the problems related to trash issues contributes to becoming critical, analytical and scientifically literate citizens, being active in preserving the environment.
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spelling Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprintSenso crítico, analítico e científico de estudantes do 6º ano do ensino fundamental numa sequência didática sobre a pegada ecológica do lixoEducação Ambiental; Ensino de Ciências; Ciências AmbientaisPegada ecológica do lixo; Educação ambiental; Ensino de ciênciasGarbage ecological footprint; Environmental education; Science teachingEducation Environmental Education as a cross-cutting theme in the Science Teaching curriculum enables reflections and discussions so that this knowledge contributes to a new stance with actions in its relationship with the environment. This research aimed to analyze the evidence of the development of critical, analytical and scientific sense of students with the application of a Didactic Sequence on the Garbage Ecological Footprint. It could be concluded that the inclusion of Environmental Education in the school curriculum in a contextualized way can give a new meaning to the teaching method and break with isolated and isolated practices and with mechanistic and conservative Education, since the development of integrated and participative actions enhances the discussions that emerge from the relationships between man, society and nature. In addition, the process of raising students' awareness of the problems related to trash issues contributes to becoming critical, analytical and scientifically literate citizens, being active in preserving the environment.A Educação Ambiental como temática transversal no currículo do Ensino de Ciências possibilita reflexões e discussões para que este saber contribua com uma nova postura com ações em sua relação com o meio ambiente. Essa pesquisa teve como objetivo analisar as evidências do desenvolvimento do senso crítico, analítico e cientifico de estudantes com a aplicação de uma Sequência Didática sobre a Pegada Ecológica do Lixo. Pôde-se concluir que a inserção da Educação Ambiental no currículo escolar de forma contextualizada pode ressignificar o modo de ensino e romper com práticas isoladas e pontuais e com a Educação mecanicista e conservadora, visto que o desenvolvimento de ações integradas e participativas potencializa as discussões que emergem das relações entre o homem, sociedade e natureza. Além disso, o processo de sensibilização dos estudantes quantos aos problemas relacionados á temática lixo contribuem para que se tornem cidadãos críticos, analíticos e alfabetizados cientificamente, sendo ativos na preservação do ambiente.Universidade Tecnológica Federal do Paraná (UTFPR)Marques, RonualdoXavier, Claudia Regina2020-08-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/937410.3895/rbect.v13n2.9374Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 2 (2020)1982-873X10.3895/rbect.v13n2reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/9374/pdfDireitos autorais 2020 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-09-29T18:40:57Zoai:periodicos.utfpr:article/9374Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-09-29T18:40:57Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
Senso crítico, analítico e científico de estudantes do 6º ano do ensino fundamental numa sequência didática sobre a pegada ecológica do lixo
title Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
spellingShingle Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
Marques, Ronualdo
Educação Ambiental; Ensino de Ciências; Ciências Ambientais
Pegada ecológica do lixo; Educação ambiental; Ensino de ciências
Garbage ecological footprint; Environmental education; Science teaching
title_short Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
title_full Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
title_fullStr Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
title_full_unstemmed Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
title_sort Critical, analytical and scientific sense of students of the 6th grade of elementary school in a didactic sequence on the garbage ecological footprint
author Marques, Ronualdo
author_facet Marques, Ronualdo
Xavier, Claudia Regina
author_role author
author2 Xavier, Claudia Regina
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Marques, Ronualdo
Xavier, Claudia Regina
dc.subject.por.fl_str_mv Educação Ambiental; Ensino de Ciências; Ciências Ambientais
Pegada ecológica do lixo; Educação ambiental; Ensino de ciências
Garbage ecological footprint; Environmental education; Science teaching
topic Educação Ambiental; Ensino de Ciências; Ciências Ambientais
Pegada ecológica do lixo; Educação ambiental; Ensino de ciências
Garbage ecological footprint; Environmental education; Science teaching
description Education Environmental Education as a cross-cutting theme in the Science Teaching curriculum enables reflections and discussions so that this knowledge contributes to a new stance with actions in its relationship with the environment. This research aimed to analyze the evidence of the development of critical, analytical and scientific sense of students with the application of a Didactic Sequence on the Garbage Ecological Footprint. It could be concluded that the inclusion of Environmental Education in the school curriculum in a contextualized way can give a new meaning to the teaching method and break with isolated and isolated practices and with mechanistic and conservative Education, since the development of integrated and participative actions enhances the discussions that emerge from the relationships between man, society and nature. In addition, the process of raising students' awareness of the problems related to trash issues contributes to becoming critical, analytical and scientifically literate citizens, being active in preserving the environment.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-25
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/9374
10.3895/rbect.v13n2.9374
url https://periodicos.utfpr.edu.br/rbect/article/view/9374
identifier_str_mv 10.3895/rbect.v13n2.9374
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/9374/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2020 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 2 (2020)
1982-873X
10.3895/rbect.v13n2
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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