The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.

Detalhes bibliográficos
Autor(a) principal: Tebaldi-Reis, Larissa
Data de Publicação: 2021
Outros Autores: Bevilacqua, Gabriela Dias, Coutinho-Silva, Robson
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1558
Resumo: Maintaining student engagement in remote learning pedagogical activities is a major challenge. The Inquiry can be a way to overcome these barriers and acquire important skills for the 21st century citizen. Thus, an Investigative Teaching Sequence (ITS) in Genetics was created from a series of science fiction, and applied to a high school class at a technical school. The work investigated ITS's contributions to the engagement and promotion of competences, based on ITS assessment questionnaires and the development of group and individual activities. Students dedicated themselves to individual activities, showing good performance, although the grade refers only to their delivery, showing behavioral engagement. Through reports, we verified emotional engagement in activities. The students built group works of authorship, using argumentation and applying biological concepts in a contextualized way. Furthermore, the strategy showed potential to promote the learning of conceptual, attitudinal and procedural contents, proving to be a good alternative for emergency remote teaching. Keywords: Active methodologies. Investigative activities. Remote teaching. Engagement. Learning content.
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spelling The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.A Genética de Dark: uma Experiência no Ensino de Ciências por Investigação no Ensino Remoto Emergencial.Maintaining student engagement in remote learning pedagogical activities is a major challenge. The Inquiry can be a way to overcome these barriers and acquire important skills for the 21st century citizen. Thus, an Investigative Teaching Sequence (ITS) in Genetics was created from a series of science fiction, and applied to a high school class at a technical school. The work investigated ITS's contributions to the engagement and promotion of competences, based on ITS assessment questionnaires and the development of group and individual activities. Students dedicated themselves to individual activities, showing good performance, although the grade refers only to their delivery, showing behavioral engagement. Through reports, we verified emotional engagement in activities. The students built group works of authorship, using argumentation and applying biological concepts in a contextualized way. Furthermore, the strategy showed potential to promote the learning of conceptual, attitudinal and procedural contents, proving to be a good alternative for emergency remote teaching. Keywords: Active methodologies. Investigative activities. Remote teaching. Engagement. Learning content.Manter o engajamento dos estudantes nas atividades pedagógicas de ensino remoto é um grande desafio. O Ensino de Ciências por Investigação (EnCI) pode ser um caminho para superação dessas barreiras e para aquisição de competências importantes para o cidadão do século XXI. Assim, uma Sequência de Ensino Investigativo (SEI) de Genética foi criada a partir de uma série de ficção científica, e aplicada numa turma de ensino médio de uma escola técnica. O trabalho investigou as contribuições da SEI para o engajamento e a promoção de competências, a partir de questionários de avaliação da SEI e do desenvolvimento de atividades em grupo e individuais. Os estudantes se dedicaram às atividades individuais, apresentando bom desempenho, apesar da nota se referir apenas à sua entrega, evidenciando engajamento comportamental. Através de relatos, verificamos engajamento emocional nas atividades. Os estudantes construíram trabalhos autorais em grupo, com o uso da argumentação e aplicação dos conceitos biológicos de forma contextualizada. Ademais, a estratégia mostrou potencial para promover a aprendizagem de conteúdos conceituais, atitudinais e procedimentais, se mostrando uma boa alternativa para o ensino remoto emergencial.  Palavras-chave: Metodologias ativas. Atividades investigativas. Ensino remoto. Engajamento. Conteúdos de aprendizagem. Fundação Cecierj2021-11-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1558EaD em Foco; Vol. 11 No. 2 (2021): DL Contributions in times of pandemic and post-pandemic (Part II/II)EaD em Foco; Vol. 11 Núm. 2 (2021): Edición especial - Educación a distancia en tiempos de pandemia y pospandémica (Parte 2/2)EaD em Foco; v. 11 n. 2 (2021): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 2/2)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1558/708Copyright (c) 2021 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTebaldi-Reis, Larissa Bevilacqua, Gabriela Dias Coutinho-Silva, Robson 2022-01-01T16:41:54ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
A Genética de Dark: uma Experiência no Ensino de Ciências por Investigação no Ensino Remoto Emergencial.
title The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
spellingShingle The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
Tebaldi-Reis, Larissa
title_short The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
title_full The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
title_fullStr The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
title_full_unstemmed The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
title_sort The Genetics of Dark: an Inquiry Experience in Emergency Remote Education.
author Tebaldi-Reis, Larissa
author_facet Tebaldi-Reis, Larissa
Bevilacqua, Gabriela Dias
Coutinho-Silva, Robson
author_role author
author2 Bevilacqua, Gabriela Dias
Coutinho-Silva, Robson
author2_role author
author
dc.contributor.author.fl_str_mv Tebaldi-Reis, Larissa
Bevilacqua, Gabriela Dias
Coutinho-Silva, Robson
description Maintaining student engagement in remote learning pedagogical activities is a major challenge. The Inquiry can be a way to overcome these barriers and acquire important skills for the 21st century citizen. Thus, an Investigative Teaching Sequence (ITS) in Genetics was created from a series of science fiction, and applied to a high school class at a technical school. The work investigated ITS's contributions to the engagement and promotion of competences, based on ITS assessment questionnaires and the development of group and individual activities. Students dedicated themselves to individual activities, showing good performance, although the grade refers only to their delivery, showing behavioral engagement. Through reports, we verified emotional engagement in activities. The students built group works of authorship, using argumentation and applying biological concepts in a contextualized way. Furthermore, the strategy showed potential to promote the learning of conceptual, attitudinal and procedural contents, proving to be a good alternative for emergency remote teaching. Keywords: Active methodologies. Investigative activities. Remote teaching. Engagement. Learning content.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-10
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://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1558
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1558
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1558/708
dc.rights.driver.fl_str_mv Copyright (c) 2021 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 EaD em Foco
https://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 Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 11 No. 2 (2021): DL Contributions in times of pandemic and post-pandemic (Part II/II)
EaD em Foco; Vol. 11 Núm. 2 (2021): Edición especial - Educación a distancia en tiempos de pandemia y pospandémica (Parte 2/2)
EaD em Foco; v. 11 n. 2 (2021): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 2/2)
2177-8310
reponame:EAD em Foco
instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron:CECIERJ
instname_str Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron_str CECIERJ
institution CECIERJ
reponame_str EAD em Foco
collection EAD em Foco
repository.name.fl_str_mv
repository.mail.fl_str_mv
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