Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | https://tede2.pucrs.br/tede2/handle/tede/10179 |
Resumo: | This study presents answers to the following question: How did scientific papers published from 2008 to 2019 address questions asked by Basic Education students in Science teaching and learning? Hence, the general objective of this study is to understand the way that scientific papers published from 2008 to 2019 addressed questions asked by Basic Education students in Science teaching and learning. This study was carried out from a qualitative perspective characterized as Qualitative Metaanalysis. The corpus of analysis consisted of results presented in papers published in scientific journals as found on the following electronic platforms: Google Scholar, Scopus, and Web of Science. In order to access those platforms, the following descriptors and their variations in Portuguese were considered: student’s question”, “teaching”, “learning” and “Sciences”, also including their equivalents in Spanish and English. Considering the inclusion and exclusion criteria, 48 papers found suitable to help answer the guiding question were selected and examined through Discursive Textual Analysis. Three categories emerged from 388 units of meaning along the analysis: i) Characterization of Students’ Questions in Sciences; ii) Related Elements and Encouragement of Students to Ask Questions in Sciences; and iii) Possibilities of Using Students’ Questions in School Activities in Sciences. The results enabled the thesis that students’ questions are important artifacts in Science teaching and learning. It was possible to conclude that information found in the questions might help teachers design school activities, and although students do not ask many questions spontaneously and their queries are somewhat superficial, this situation could be reversed if they were given adequate conditions. Therefore, teachers should become acquainted with information brought up in their students’ questions and make use of them in their classes, in order to value the students’ voice, by considering that actions performed in the classroom setting may reverberate in the questions proposed by students. The insertion of students’ questions in the school programs of Sciences and related areas would both enable the approximation between systematized school knowledges and the students’ learning interests, and contribute to the development of skills that transcend the conceptual field. |
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Ramos, Maurivan Güntzelhttp://lattes.cnpq.br/8981501635179618http://lattes.cnpq.br/0159304211602691Galle, Lorita Aparecida Veloso2022-05-03T12:53:04Z2021-06-25https://tede2.pucrs.br/tede2/handle/tede/10179This study presents answers to the following question: How did scientific papers published from 2008 to 2019 address questions asked by Basic Education students in Science teaching and learning? Hence, the general objective of this study is to understand the way that scientific papers published from 2008 to 2019 addressed questions asked by Basic Education students in Science teaching and learning. This study was carried out from a qualitative perspective characterized as Qualitative Metaanalysis. The corpus of analysis consisted of results presented in papers published in scientific journals as found on the following electronic platforms: Google Scholar, Scopus, and Web of Science. In order to access those platforms, the following descriptors and their variations in Portuguese were considered: student’s question”, “teaching”, “learning” and “Sciences”, also including their equivalents in Spanish and English. Considering the inclusion and exclusion criteria, 48 papers found suitable to help answer the guiding question were selected and examined through Discursive Textual Analysis. Three categories emerged from 388 units of meaning along the analysis: i) Characterization of Students’ Questions in Sciences; ii) Related Elements and Encouragement of Students to Ask Questions in Sciences; and iii) Possibilities of Using Students’ Questions in School Activities in Sciences. The results enabled the thesis that students’ questions are important artifacts in Science teaching and learning. It was possible to conclude that information found in the questions might help teachers design school activities, and although students do not ask many questions spontaneously and their queries are somewhat superficial, this situation could be reversed if they were given adequate conditions. Therefore, teachers should become acquainted with information brought up in their students’ questions and make use of them in their classes, in order to value the students’ voice, by considering that actions performed in the classroom setting may reverberate in the questions proposed by students. The insertion of students’ questions in the school programs of Sciences and related areas would both enable the approximation between systematized school knowledges and the students’ learning interests, and contribute to the development of skills that transcend the conceptual field.O presente estudo apresenta respostas à seguinte questão: De que modo as perguntas dos estudantes da Educação Básica, no ensino e na aprendizagem em Ciências, são abordadas em artigos científicos, de 2008 a 2019? Dessa forma, o objetivo geral do estudo foi: compreender o modo como as perguntas dos estudantes da Educação Básica, no contexto do ensino e da aprendizagem em Ciências, são abordadas em artigos científicos, de 2008 a 2019. Trata-se de um estudo com abordagem qualitativa, do tipo Metanálise Qualitativa, tendo como corpus de análise os resultados presentes em artigos publicados em periódicos científicos. Em conformidade com a investigação, os artigos derivaram das seguintes bases eletrônicas: Google Acadêmico, Scopus e Web of Science. Para acessar as referidas bases, foram utilizadas estruturas de busca que congregaram os seguintes termos e suas variações: “pergunta do estudante”, “ensino”, “aprendizagem” e “Ciências”, sendo estes também empregados em língua espanhola e língua inglesa. Das buscas às bases supracitadas, considerando os critérios de inclusão e exclusão, foram selecionados 48 artigos, os quais foram examinados a partir da Análise Textual Discursiva. Do processo analítico, originaram-se 388 unidades de sentido, e de sua reunião emergiram três categorias: i) Caracterização das perguntas dos estudantes em Ciências; ii) Elementos relacionados e o incentivo aos estudantes para a proposição de perguntas em Ciências; iii) Possibilidades do emprego das perguntas dos estudantes no âmbito das atividades escolares em Ciências. Os resultados do estudo possibilitam ancorar a tese de que as perguntas dos estudantes se constituem como relevantes artefatos para o ensino e a aprendizagem em Ciências. A partir da análise, foi possível concluir que as perguntas contêm, em seu escopo, informações que podem auxiliar no trabalho docente, em especial, na organização de atividades escolares, e que, embora os discentes façam espontaneamente poucas indagações e de caráter superficial, essa situação pode ser revertida se receberem condições para tal. Portanto, é necessário que o professor se aproprie das informações expressas nessas indagações e faça uso delas para organizar e realizar suas aulas, valorizando a voz dos estudantes, considerando que as ações desenvolvidas no contexto da sala de aula podem repercutir na habilidade dos estudantes em propor novas perguntas, gradativamente, com mais qualidade. A inserção das perguntas dos estudantes no âmbito dos programas escolares do componente curricular de Ciências e de áreas correlatas possibilita a aproximação entre os conhecimentos escolares sistematizados e os de interesse dos estudantes, bem como o desenvolvimento de capacidades que transcendem ao campo conceitual.Submitted by PPG Educação em Ciências e Matemática (educempg@pucrs.br) on 2022-04-29T17:54:35Z No. of bitstreams: 1 TESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdf: 2431558 bytes, checksum: bf92b93edc87027909d8eb456cef13df (MD5)Approved for entry into archive by Sarajane Pan (sarajane.pan@pucrs.br) on 2022-05-03T12:36:16Z (GMT) No. of bitstreams: 1 TESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdf: 2431558 bytes, checksum: bf92b93edc87027909d8eb456cef13df (MD5)Made available in DSpace on 2022-05-03T12:53:04Z (GMT). No. of bitstreams: 1 TESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdf: 2431558 bytes, checksum: bf92b93edc87027909d8eb456cef13df (MD5) Previous issue date: 2021-06-25Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttps://tede2.pucrs.br/tede2/retrieve/183806/TESE%20LORITA%20GALLE%20VERSAO%20FINAL%20REVISADA_07042022_296f.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em Educação em Ciências e MatemáticaPUCRSBrasilEscola PolitécnicaPerguntas dos EstudantesEnsino e Aprendizagem de CiênciasMetanálise QualitativaAnálise Textual DiscursivaEducação BásicaStudents’ QuestionsScience Teaching and LearningQualitative Meta-AnalysisDiscursive Textual AnalysisBasic EducationCIENCIAS HUMANAS::EDUCACAOEstudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho não apresenta restrição para publicação6185324025101002610500500600-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdf.jpgTESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdf.jpgimage/jpeg5630https://tede2.pucrs.br/tede2/bitstream/tede/10179/4/TESE+LORITA+GALLE+VERSAO+FINAL+REVISADA_07042022_296f.pdf.jpg3af8ea1d99f6d4323917a1679c9be491MD54TEXTTESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdf.txtTESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdf.txttext/plain792169https://tede2.pucrs.br/tede2/bitstream/tede/10179/3/TESE+LORITA+GALLE+VERSAO+FINAL+REVISADA_07042022_296f.pdf.txt2aafb182b209f093d47c7acd6172e8f1MD53ORIGINALTESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdfTESE LORITA GALLE VERSAO FINAL REVISADA_07042022_296f.pdfapplication/pdf2431558https://tede2.pucrs.br/tede2/bitstream/tede/10179/2/TESE+LORITA+GALLE+VERSAO+FINAL+REVISADA_07042022_296f.pdfbf92b93edc87027909d8eb456cef13dfMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590https://tede2.pucrs.br/tede2/bitstream/tede/10179/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/101792022-05-03 12:00:20.18oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2022-05-03T15:00:20Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 |
title |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 |
spellingShingle |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 Galle, Lorita Aparecida Veloso Perguntas dos Estudantes Ensino e Aprendizagem de Ciências Metanálise Qualitativa Análise Textual Discursiva Educação Básica Students’ Questions Science Teaching and Learning Qualitative Meta-Analysis Discursive Textual Analysis Basic Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 |
title_full |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 |
title_fullStr |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 |
title_full_unstemmed |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 |
title_sort |
Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019 |
author |
Galle, Lorita Aparecida Veloso |
author_facet |
Galle, Lorita Aparecida Veloso |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ramos, Maurivan Güntzel |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8981501635179618 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0159304211602691 |
dc.contributor.author.fl_str_mv |
Galle, Lorita Aparecida Veloso |
contributor_str_mv |
Ramos, Maurivan Güntzel |
dc.subject.por.fl_str_mv |
Perguntas dos Estudantes Ensino e Aprendizagem de Ciências Metanálise Qualitativa Análise Textual Discursiva Educação Básica |
topic |
Perguntas dos Estudantes Ensino e Aprendizagem de Ciências Metanálise Qualitativa Análise Textual Discursiva Educação Básica Students’ Questions Science Teaching and Learning Qualitative Meta-Analysis Discursive Textual Analysis Basic Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Students’ Questions Science Teaching and Learning Qualitative Meta-Analysis Discursive Textual Analysis Basic Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study presents answers to the following question: How did scientific papers published from 2008 to 2019 address questions asked by Basic Education students in Science teaching and learning? Hence, the general objective of this study is to understand the way that scientific papers published from 2008 to 2019 addressed questions asked by Basic Education students in Science teaching and learning. This study was carried out from a qualitative perspective characterized as Qualitative Metaanalysis. The corpus of analysis consisted of results presented in papers published in scientific journals as found on the following electronic platforms: Google Scholar, Scopus, and Web of Science. In order to access those platforms, the following descriptors and their variations in Portuguese were considered: student’s question”, “teaching”, “learning” and “Sciences”, also including their equivalents in Spanish and English. Considering the inclusion and exclusion criteria, 48 papers found suitable to help answer the guiding question were selected and examined through Discursive Textual Analysis. Three categories emerged from 388 units of meaning along the analysis: i) Characterization of Students’ Questions in Sciences; ii) Related Elements and Encouragement of Students to Ask Questions in Sciences; and iii) Possibilities of Using Students’ Questions in School Activities in Sciences. The results enabled the thesis that students’ questions are important artifacts in Science teaching and learning. It was possible to conclude that information found in the questions might help teachers design school activities, and although students do not ask many questions spontaneously and their queries are somewhat superficial, this situation could be reversed if they were given adequate conditions. Therefore, teachers should become acquainted with information brought up in their students’ questions and make use of them in their classes, in order to value the students’ voice, by considering that actions performed in the classroom setting may reverberate in the questions proposed by students. The insertion of students’ questions in the school programs of Sciences and related areas would both enable the approximation between systematized school knowledges and the students’ learning interests, and contribute to the development of skills that transcend the conceptual field. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-06-25 |
dc.date.accessioned.fl_str_mv |
2022-05-03T12:53:04Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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https://tede2.pucrs.br/tede2/handle/tede/10179 |
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https://tede2.pucrs.br/tede2/handle/tede/10179 |
dc.language.iso.fl_str_mv |
por |
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por |
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6185324025101002610 |
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500 500 600 |
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-240345818910352367 |
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3590462550136975366 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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Programa de Pós-Graduação em Educação em Ciências e Matemática |
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PUCRS |
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Brasil |
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Escola Politécnica |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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