Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA

Detalhes bibliográficos
Autor(a) principal: Foletto, Rosieli Geraldina Merotto
Data de Publicação: 2022
Outros Autores: Barcellos , Bárbara Fabris, Côgo, Sannya Maria Britto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1540
Resumo: This article aims to present the results of a professional master's research, which was developed in the context of students of the 5th year of Elementary School, from the application of a didactic sequence, approaching science contents, which contributes to the initiation of scientific literacy of the students. participating students. It was assumed that the epistemological guidelines of the CTS/CTSA (Science, Technology, Society and Environment) approach contribute to the scientific literacy of students in the Initial Years, as well as providing greater contextualization and meaning to activities. The theme “Science in my everyday life” was elaborated in a didactic sequence based on Teaching by Investigation and in the three pedagogical moments. Data were collected through observation, photographs, written records and post-test. The main results indicate that the activities of the didactic sequence contributed to the progressive advancement of students' knowledge, in relation to the area of ​​science and initiation to scientific literacy, and also contributed to making learning more contextualized and interdisciplinary.
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spelling Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSASecuencia didáctica aplicada en la enseñanza de las Ciencias desde la perspectiva de la Alfabetización Científica con enfoque en CTS/CTSASequência didática aplicada no Ensino de Ciências na perspectiva da Alfabetização Científica com foco CTS/CTSAContextualizationInterdisciplinarityElementary SchoolContextualizaciónInterdisciplinariedadEnseñanza fundamentalContextualizaçãoInterdisciplinaridadeEnsino FundamentalThis article aims to present the results of a professional master's research, which was developed in the context of students of the 5th year of Elementary School, from the application of a didactic sequence, approaching science contents, which contributes to the initiation of scientific literacy of the students. participating students. It was assumed that the epistemological guidelines of the CTS/CTSA (Science, Technology, Society and Environment) approach contribute to the scientific literacy of students in the Initial Years, as well as providing greater contextualization and meaning to activities. The theme “Science in my everyday life” was elaborated in a didactic sequence based on Teaching by Investigation and in the three pedagogical moments. Data were collected through observation, photographs, written records and post-test. The main results indicate that the activities of the didactic sequence contributed to the progressive advancement of students' knowledge, in relation to the area of ​​science and initiation to scientific literacy, and also contributed to making learning more contextualized and interdisciplinary.Este artículo tiene como objetivo presentar los resultados de una investigación de maestría profesional, que se desarrolló en el contexto de estudiantes del 5º año de la Enseñanza Fundamental, a partir de la aplicación de una secuencia didáctica, abordando contenidos de ciencia, que contribuye a la iniciación de la alfabetización científica de los los estudiantes los estudiantes participantes. Se asumió que los lineamientos epistemológicos del enfoque CTS/CTSA (Ciencia, Tecnología, Sociedad y Medio Ambiente) contribuyen a la alfabetización científica de los estudiantes de los Años Iniciales, además de brindar mayor contextualización y sentido a las actividades. El tema “La Ciencia en mi vida cotidiana”, fue elaborado en una secuencia didáctica basada en la Enseñanza por la Investigación y en los tres momentos pedagógicos. Los datos fueron recolectados a través de observación, fotografías, registros escritos y post-test. Los principales resultados indican que las actividades de la secuencia didáctica contribuyeron al avance progresivo del conocimiento de los estudiantes, en relación con el área de ciencias e iniciación a la alfabetización científica, y también contribuyeron a que el aprendizaje sea más contextualizado e interdisciplinario.Este artigo objetiva apresentar os resultados de uma pesquisa de mestrado profissional, que foi desenvolvida no contexto de alunos do 5º ano do Ensino Fundamental, a partir da aplicação de uma sequência didática, abordando conteúdos de ciências, que contribua para a iniciação da alfabetização científica dos alunos participantes. Partiu-se do pressuposto de que as orientações epistemológicas do enfoque CTS/CTSA (Ciência, Tecnologia, Sociedade e Ambiente), contribuem para a alfabetização científica dos alunos dos Anos Iniciais, como também, propiciam às atividades maior contextualização e significado. A temática “A Ciência no meu cotidiano”, foi elaborada em uma sequência didática baseada no Ensino por Investigação e nos três momentos pedagógicos. Os dados foram coletados por meio de observação, fotografias, registros escritos e pós-teste. Os principais resultados indicam que as atividades da sequência didática contribuíram para o avanço progressivo dos conhecimentos dos alunos, em relação à área de ciências e iniciação à alfabetização científica, e contribuíram, também, para tornar a aprendizagem mais contextualizada e interdisciplinar.Revista Prática Docente2022-10-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCiênciasCiênciasCiênciasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/154010.23926/RPD.2022.v7.n3.22063.id1540Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 3 (2022): September to December 2022; 22063Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 3 (2022): Septiembre a Diciembre 2022; 22063Revista Prática Docente; v. 7 n. 3 (2022): Setembro a Dezembro de 2022 (Fluxo Contínuo); 220632526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1540/689Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFoletto, Rosieli Geraldina MerottoBarcellos , Bárbara Fabris Côgo, Sannya Maria Britto 2022-12-09T14:51:05Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1540Revistahttp://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:2022-12-09T14:51:05Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
Secuencia didáctica aplicada en la enseñanza de las Ciencias desde la perspectiva de la Alfabetización Científica con enfoque en CTS/CTSA
Sequência didática aplicada no Ensino de Ciências na perspectiva da Alfabetização Científica com foco CTS/CTSA
title Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
spellingShingle Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
Foletto, Rosieli Geraldina Merotto
Contextualization
Interdisciplinarity
Elementary School
Contextualización
Interdisciplinariedad
Enseñanza fundamental
Contextualização
Interdisciplinaridade
Ensino Fundamental
title_short Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
title_full Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
title_fullStr Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
title_full_unstemmed Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
title_sort Didactic sequence applied in Science teaching from the perspective of Scientific Literacy with focus on CTS/CTSA
author Foletto, Rosieli Geraldina Merotto
author_facet Foletto, Rosieli Geraldina Merotto
Barcellos , Bárbara Fabris
Côgo, Sannya Maria Britto
author_role author
author2 Barcellos , Bárbara Fabris
Côgo, Sannya Maria Britto
author2_role author
author
dc.contributor.author.fl_str_mv Foletto, Rosieli Geraldina Merotto
Barcellos , Bárbara Fabris
Côgo, Sannya Maria Britto
dc.subject.por.fl_str_mv Contextualization
Interdisciplinarity
Elementary School
Contextualización
Interdisciplinariedad
Enseñanza fundamental
Contextualização
Interdisciplinaridade
Ensino Fundamental
topic Contextualization
Interdisciplinarity
Elementary School
Contextualización
Interdisciplinariedad
Enseñanza fundamental
Contextualização
Interdisciplinaridade
Ensino Fundamental
description This article aims to present the results of a professional master's research, which was developed in the context of students of the 5th year of Elementary School, from the application of a didactic sequence, approaching science contents, which contributes to the initiation of scientific literacy of the students. participating students. It was assumed that the epistemological guidelines of the CTS/CTSA (Science, Technology, Society and Environment) approach contribute to the scientific literacy of students in the Initial Years, as well as providing greater contextualization and meaning to activities. The theme “Science in my everyday life” was elaborated in a didactic sequence based on Teaching by Investigation and in the three pedagogical moments. Data were collected through observation, photographs, written records and post-test. The main results indicate that the activities of the didactic sequence contributed to the progressive advancement of students' knowledge, in relation to the area of ​​science and initiation to scientific literacy, and also contributed to making learning more contextualized and interdisciplinary.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Ciências
Ciências
Ciências
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1540
10.23926/RPD.2022.v7.n3.22063.id1540
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1540
identifier_str_mv 10.23926/RPD.2022.v7.n3.22063.id1540
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1540/689
dc.rights.driver.fl_str_mv Copyright (c) 2022 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) 2022 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. 7 No. 3 (2022): September to December 2022; 22063
Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 3 (2022): Septiembre a Diciembre 2022; 22063
Revista Prática Docente; v. 7 n. 3 (2022): Setembro a Dezembro de 2022 (Fluxo Contínuo); 22063
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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