Estudos das perguntas de estudantes do ensino fundamental e médio no contexto do ensino e da aprendizagem em ciências

• Autor(a) principal: Mertins, Simone
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8830
• topic: Perguntas dos Estudantes; Ensino de Ciências; Educação Básica; CIENCIAS HUMANAS::EDUCACAO

This research presents the study of the questions of students of Elementary and High School for the teaching and learning in Sciences. It sought to answer the following question: How can the questions posed by students of Elementary and High School Sciences contribute to teaching and learning? Thus, this research had the central objective to understand the possibilities that the questions of the students offer for the teaching and for the learning in Sciences in Elementary and High School. A total of 187 students from four classes of 5th grade of Elementary School and from four classes of 11nd grade of High School, from four public schools from four cities of Rio Grande do Sul participated in the study. After the observation of an experiment in which occurred the extinction of the flame of a candle by the action of carbon dioxide, the students proposed 603 questions about their interests and doubts about the phenomenon observed. We also collected answers to questions about the proposal of questions in the classroom, which were analyzed through the Discursive Textual Analysis - ATD. The characterization and comparison of the students' questions regarding the demands and the character were analyzed. The analysis of the students 'statements allowed us to understand that even if they believe that the questions are important for the teaching and learning processes, the main function of the students' question in the classroom is to request clarification about doubts regarding the studied contents. This makes it possible to affirm that students' questions need to be valued so that students can actively participate in the process of building their knowledge. The study made it possible to conclude that it is possible to organize and carry out science teaching from the elements present in students' questions. In this way, it was possible to characterize the questions in relation to their demands, their character (informative and investigative), the students' initial knowledge expressed in the questions, their learning interests, language and its complexity, conceptual flaws and complexity and interdisciplinary present in these questions.