Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students

Detalhes bibliográficos
Autor(a) principal: Marchão, Michele da Silva Gonsalez
Data de Publicação: 2018
Outros Autores: Machado, Patrícia Fernandes Lootens
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v10i2.11315
Resumo: An education for scientific literacy defends the appropriation of school knowledge from the debate of everyday situations with action and theory association. In this article, we present a research that investigated students’ conceptions about plant development and the role of plants in maintaining life on Earth. We took their conceptions before and after a pedagogical intervention process. The school garden was the theme of the intervention and it carried out with students of the 2nd year of a public high school in the Brazilian capital. We collected data from the observation of activities developed in the school garden and in the classroom as well as from questionnaires and oral discourses of the students and from the teacher’s diary. From the perspective of scientific literacy, it was possible to identify, through data analysis, students’ appropriation of three aspects: scientific concepts related to plant nutrition and solar energyflow, method of science in experimental activities and the importance of the relationship between science and society.
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spelling Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school studentsAlfabetização científica na horta: investigando a nutrição vegetal e o fluxo da energia solar com alunos do ensino médioAn education for scientific literacy defends the appropriation of school knowledge from the debate of everyday situations with action and theory association. In this article, we present a research that investigated students’ conceptions about plant development and the role of plants in maintaining life on Earth. We took their conceptions before and after a pedagogical intervention process. The school garden was the theme of the intervention and it carried out with students of the 2nd year of a public high school in the Brazilian capital. We collected data from the observation of activities developed in the school garden and in the classroom as well as from questionnaires and oral discourses of the students and from the teacher’s diary. From the perspective of scientific literacy, it was possible to identify, through data analysis, students’ appropriation of three aspects: scientific concepts related to plant nutrition and solar energyflow, method of science in experimental activities and the importance of the relationship between science and society.Una educación para la alfabetización científica defiende la apropiación del conocimiento escolar a partir del debate de situaciones cotidianas, asociando acción y teoría. En este artículo, se presenta una pesquisa que investigó las concepciones de los alumnos acerca del desarrollo vegetal y el papel de las plantas en el mantenimiento de la vida en la Tierra, antes y después de un proceso de intervención pedagógica. La intervención tuvo como eje la temática huerta en la escuela y fue realizada con estudiantes del 2º año de la enseñanza media de una escuela pública en la capital de Brasil. Se recogieron datos a partir de la observación de actividades desarrolladas en la huerta y en las clases, así como de cuestionario y discursos orales de los estudiantes y del diario de clase de la profesora investigadora. Basado en la perspectiva de la alfabetización científica, fue posible identificar, mediante el análisis de los datos, la apropiación por los estudiantes de tres aspectos: conceptos científicos relativos a la nutrición vegetal y el flujo de la energía solar; método científico en las actividades experimentales y la importancia de la relación entre la ciencia y sociedad.Uma educação visando alfabetização científica defende a apropriação do conhecimento escolar a partir do debate de situações cotidianas, associando ação e teoria. Nesse artigo, apresenta-se uma pesquisa que investigou as concepções dos alunos sobre o desenvolvimento vegetal e o papel das plantas na manutenção da vida na Terra, antes e após um processo de intervenção pedagógica. A intervenção teve como eixo a temática horta na escola e foi realizada com estudantes do 2.o ano do ensino médio de uma escola pública na capital do Brasil. Foram coletados dados a partir da observação de atividades desenvolvidas na horta e na sala de aula, bem como de questionário e discursos orais dos estudantes além do diário de aula da professora-investigadora. Na perspectiva da alfabetização científica foi possível identificar, por meio da análise dos dados, apropriação pelos estudantes de três aspectos: conceitos científicos relativos à nutrição vegetal e fluxo da energia solar; método da ciência nas atividades experimentais e a importância da relação ciência e sociedade.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2018-07-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v10i2.11315https://doi.org/10.34624/id.v10i2.11315Indagatio Didactica; Vol 10 No 2 (2018); 133-150Indagatio Didactica; Vol. 10 Núm. 2 (2018); 133-150Indagatio Didactica; Vol. 10 No 2 (2018); 133-150Indagatio Didactica; vol. 10 n.º 2 (2018); 133-1501647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/11315https://proa.ua.pt/index.php/id/article/view/11315/7373Marchão, Michele da Silva GonsalezMachado, Patrícia Fernandes Lootensinfo:eu-repo/semantics/openAccess2023-09-22T10:18:18Zoai:proa.ua.pt:article/11315Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:22.212755Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
Alfabetização científica na horta: investigando a nutrição vegetal e o fluxo da energia solar com alunos do ensino médio
title Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
spellingShingle Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
Marchão, Michele da Silva Gonsalez
title_short Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
title_full Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
title_fullStr Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
title_full_unstemmed Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
title_sort Scientific literacy in garden: investigating vegetable nutrition and the flow of solar energy with high school students
author Marchão, Michele da Silva Gonsalez
author_facet Marchão, Michele da Silva Gonsalez
Machado, Patrícia Fernandes Lootens
author_role author
author2 Machado, Patrícia Fernandes Lootens
author2_role author
dc.contributor.author.fl_str_mv Marchão, Michele da Silva Gonsalez
Machado, Patrícia Fernandes Lootens
description An education for scientific literacy defends the appropriation of school knowledge from the debate of everyday situations with action and theory association. In this article, we present a research that investigated students’ conceptions about plant development and the role of plants in maintaining life on Earth. We took their conceptions before and after a pedagogical intervention process. The school garden was the theme of the intervention and it carried out with students of the 2nd year of a public high school in the Brazilian capital. We collected data from the observation of activities developed in the school garden and in the classroom as well as from questionnaires and oral discourses of the students and from the teacher’s diary. From the perspective of scientific literacy, it was possible to identify, through data analysis, students’ appropriation of three aspects: scientific concepts related to plant nutrition and solar energyflow, method of science in experimental activities and the importance of the relationship between science and society.
publishDate 2018
dc.date.none.fl_str_mv 2018-07-27
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v10i2.11315
https://doi.org/10.34624/id.v10i2.11315
url https://doi.org/10.34624/id.v10i2.11315
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/11315
https://proa.ua.pt/index.php/id/article/view/11315/7373
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 10 No 2 (2018); 133-150
Indagatio Didactica; Vol. 10 Núm. 2 (2018); 133-150
Indagatio Didactica; Vol. 10 No 2 (2018); 133-150
Indagatio Didactica; vol. 10 n.º 2 (2018); 133-150
1647-3582
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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