INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?

Detalhes bibliográficos
Autor(a) principal: Fatima Sant'Ana, Camila de
Data de Publicação: 2019
Outros Autores: Leal de Castro, Denise
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/525
Resumo: Some educational policy documents point to the need to offer high school education based on information and communication technologies and structured in the critical-social formation of the learner, as well as cognitive, for their later participation in society in order to cooperate in education. solving social problems. This research presents results of a categorized qualitative analysis performed in scientific articles that report experiences of activities that fostered scientific literacy in chemistry teaching aided by digital technologies. To this end, a search was carried out in the Capes Periodicals portal from 2011 to 2018, using specific keywords that converged with the objective of this research. The objective was to identify how these teachers tried to meet the guidelines indicated in these Brazilian educational policy documents. It was observed that the authors of these articles analyzed contextualized Chemistry contents with diverse social themes, their objectives of contributing to the critical-reflexive formation were won. However the digital technologies used are still little diversified.
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spelling INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?INTERFACE TECNOLOGIAS DIGITAIS NO ENSINO DE QUÍMICA E ALFABETIZAÇÃO CIENTÍFICA: O QUE RELATAM OS ARTIGOS CIENTÍFICOS?Ensino de QuímicaTecnologias digitaisAlfabetização científicaFormação de professoresDigital technologiesChemistry teachingScientific LiteracyTeacher trainingSome educational policy documents point to the need to offer high school education based on information and communication technologies and structured in the critical-social formation of the learner, as well as cognitive, for their later participation in society in order to cooperate in education. solving social problems. This research presents results of a categorized qualitative analysis performed in scientific articles that report experiences of activities that fostered scientific literacy in chemistry teaching aided by digital technologies. To this end, a search was carried out in the Capes Periodicals portal from 2011 to 2018, using specific keywords that converged with the objective of this research. The objective was to identify how these teachers tried to meet the guidelines indicated in these Brazilian educational policy documents. It was observed that the authors of these articles analyzed contextualized Chemistry contents with diverse social themes, their objectives of contributing to the critical-reflexive formation were won. However the digital technologies used are still little diversified.Alguns documentos de políticas educacionais apontam a necessidade de oferta de uma educação no ensino médio tendo como instrumento as tecnologias de informação e comunicação e estruturado na formação crítico-social do educando, além da cognitiva, para sua posterior participação na sociedade de forma a cooperar na resolução de problemas sociais. Esta pesquisa apresenta resultados de uma análise qualitativa categorizada realizada em artigos científicos que relatam experiências de atividades que fomentaram a alfabetização científica no ensino de Química auxiliada por tecnologias digitais. Para tal, foi realizada uma busca no portal de Periódicos Capes entre os períodos de 2011 a 2018, utilizando palavras-chaves específicas que convergiam com o objetivo dessa pesquisa. Objetivou-se identificar como estes professores procuraram atender as diretrizes indicadas nestes documentos de políticas educacionais brasileiras. Observou-se que os autores destes artigos analisados contextualizaram os conteúdos de Química com temas sociais diversos, seus objetivos de contribuir na formação crítica-reflexiva foram granjeados. Entretanto as tecnologias digitais utilizadas ainda são pouco diversificadas.Revista Prática Docente2019-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionNatural SciencesCiencias NaturalesCiências Naturaisapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/52510.23926/RPD.2526-2149.2019.v4.n2.p621-640.id490Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 2 (2019): Julho a Dezembro 2019; 621-640Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 2 (2019): Julho a Dezembro 2019; 621-640Revista Prática Docente; v. 4 n. 2 (2019): Julho a Dezembro 2019; 621-6402526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/525/515Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFatima Sant'Ana, Camila deLeal de Castro, Denise2023-06-07T00:48:40Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/525Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-07T00:48:40Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
INTERFACE TECNOLOGIAS DIGITAIS NO ENSINO DE QUÍMICA E ALFABETIZAÇÃO CIENTÍFICA: O QUE RELATAM OS ARTIGOS CIENTÍFICOS?
title INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
spellingShingle INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
Fatima Sant'Ana, Camila de
Ensino de Química
Tecnologias digitais
Alfabetização científica
Formação de professores
Digital technologies
Chemistry teaching
Scientific Literacy
Teacher training
title_short INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
title_full INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
title_fullStr INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
title_full_unstemmed INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
title_sort INTERFACE DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHING AND SCIENTIFIC LITERACY: WHAT DO SCIENTIFIC ARTICLES REPORT?
author Fatima Sant'Ana, Camila de
author_facet Fatima Sant'Ana, Camila de
Leal de Castro, Denise
author_role author
author2 Leal de Castro, Denise
author2_role author
dc.contributor.author.fl_str_mv Fatima Sant'Ana, Camila de
Leal de Castro, Denise
dc.subject.por.fl_str_mv Ensino de Química
Tecnologias digitais
Alfabetização científica
Formação de professores
Digital technologies
Chemistry teaching
Scientific Literacy
Teacher training
topic Ensino de Química
Tecnologias digitais
Alfabetização científica
Formação de professores
Digital technologies
Chemistry teaching
Scientific Literacy
Teacher training
description Some educational policy documents point to the need to offer high school education based on information and communication technologies and structured in the critical-social formation of the learner, as well as cognitive, for their later participation in society in order to cooperate in education. solving social problems. This research presents results of a categorized qualitative analysis performed in scientific articles that report experiences of activities that fostered scientific literacy in chemistry teaching aided by digital technologies. To this end, a search was carried out in the Capes Periodicals portal from 2011 to 2018, using specific keywords that converged with the objective of this research. The objective was to identify how these teachers tried to meet the guidelines indicated in these Brazilian educational policy documents. It was observed that the authors of these articles analyzed contextualized Chemistry contents with diverse social themes, their objectives of contributing to the critical-reflexive formation were won. However the digital technologies used are still little diversified.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Natural Sciences
Ciencias Naturales
Ciências Naturais
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/525
10.23926/RPD.2526-2149.2019.v4.n2.p621-640.id490
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/525
identifier_str_mv 10.23926/RPD.2526-2149.2019.v4.n2.p621-640.id490
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/525/515
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 2 (2019): Julho a Dezembro 2019; 621-640
Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 2 (2019): Julho a Dezembro 2019; 621-640
Revista Prática Docente; v. 4 n. 2 (2019): Julho a Dezembro 2019; 621-640
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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