Using art as narrative in an STS approach in the Teaching of Sciences

Detalhes bibliográficos
Autor(a) principal: Deccache-Maia, Eline
Data de Publicação: 2016
Outros Autores: Messeder, Jorge Cardoso
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.v8i1.3370
Resumo: Allying science and art has led to a more interesting and effective way to teach Science. Our experiment, with graduate students of science teaching, has reinforced the amount of living experiences that confirm such efficacy. The close dialogue within the STS (Science, Technology and Society) perspective led us to promote a triple alliance between science, art and STS, from which emerged the research group S(A)TS: Science, (Art), Technology and Society. A variety of artistic expressions have been used by our graduate students who, searching to improve their practices, perceive art as a possible path. Diverse expressions, such as: theater, music or film, have been integrated and researched upon, through qualitative methodology, and have produced a rich set of results. In this article we discuss one of our experiments using Stop Motion animation, which took place in a public high school in Rio de Janeiro, Brazil, devoted to scientific themes. What resulted was a production of animated films that motivated students’ creativity and interest in scientific research, corroborating our understanding that the expression of art can increase students’ interest in scientific knowledge, and thus proving that teachers need, during their training, to develop awareness on the link between science, art and STS. This immediate and concrete result connects to the pleasure and the practice of creativity that such an activity promotes in those that engage in it.
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spelling Using art as narrative in an STS approach in the Teaching of SciencesO uso da arte como narrativa na abordagem CTS no ensino de ciênciasAllying science and art has led to a more interesting and effective way to teach Science. Our experiment, with graduate students of science teaching, has reinforced the amount of living experiences that confirm such efficacy. The close dialogue within the STS (Science, Technology and Society) perspective led us to promote a triple alliance between science, art and STS, from which emerged the research group S(A)TS: Science, (Art), Technology and Society. A variety of artistic expressions have been used by our graduate students who, searching to improve their practices, perceive art as a possible path. Diverse expressions, such as: theater, music or film, have been integrated and researched upon, through qualitative methodology, and have produced a rich set of results. In this article we discuss one of our experiments using Stop Motion animation, which took place in a public high school in Rio de Janeiro, Brazil, devoted to scientific themes. What resulted was a production of animated films that motivated students’ creativity and interest in scientific research, corroborating our understanding that the expression of art can increase students’ interest in scientific knowledge, and thus proving that teachers need, during their training, to develop awareness on the link between science, art and STS. This immediate and concrete result connects to the pleasure and the practice of creativity that such an activity promotes in those that engage in it.La alianza entre la ciencia y el arte es una forma cada vez más interesante y eficaz para Enseñar Ciencias. Nuestra experiencia en un programa de postgrado stricto sensu en Enseñanza de las Ciencias ha sido una oportunidad para la acumulación de vivencias que confirman esa eficacia. El diálogo cercano con la perspectiva CTS (Ciência, Tecnologia y Sociedad) nos llevó a promover la triple alianza entre Ciencia, Arte y CTS, derivando de esa tríada la formación del Grupo de Investigación C(A)TS– Ciencia (Arte), Tecnología y Sociedad. Diversas expresiones artísticas ya fueron utilizadas por nuestros alumnos del postgrado que, en el intento de mejorar su práctica, perciben el arte como un camino posible. Expresiones artísticas tales como el teatro, la música, las películas, etc., son insertadas en investigaciones realizadas con metodologias cualitativas, que están produciendo excelentes resultados. En este artículo abordaremos una de nuestras experiencias con el uso de animación con técnica Stop Motion, realizada en una escuela pública de Enseñanza Media de Rio de Janeiro – Brasil, que tuvo como objetivo temas científicos. El resultado fue la elaboración de animaciones que despetaron en los alumnos la creatividad y el interés en las investigaciones sobre la ciencia, lo que corrobora nuestra comprensión de que el arte como expresión puede afianzar el interés de los alumnos por el conocimiento científico, demostrando así que los maestros necesitan tener en su formación una dedicación específica a la tríada Ciencia, Arte y CTS. A este resultado más inmediato y concreto, se asocian el placer y el ejercício de la creatividad que una actividad de esa naturaleza promueve en aquellos que la practican.A aliança entre ciência e arte tem sido cada vez mais uma interessante e eficaz forma de ensinar Ciências. Nossa experiência em um programa de pós-graduação stricto-sensu em Ensino de Ciências tem oportunizado o acúmulo de vivências que confirmam essa eficácia. O diálogo estreito com a perspectiva CTS levou-nos a promover a tríplice aliança entre Ciência, Arte e CTS, derivando desta tríade a formação do grupo de pesquisa C(A)TS – Ciência (Arte) Tecnologia e Sociedade. Várias expressões de artes já foram utilizadas por nossos mestrandos, que, buscando melhorar a sua prática, percebem a arte como um caminho possível. Expressões, tais como teatro, música, filmes etc., são inseridas e pesquisas feitas, a partir do uso de metodologia qualitativa, vêm produzindo ricos registros dos resultados alcançados. Neste artigo abordaremos uma das nossas experiências com o uso de animação com técnica Stop Motion, realizada em uma escola públicade Ensino Médio do Rio de Janeiro – Brasil, e que teve como mote temas científicos. O resultado obtido foi a confecção de animações que despertaram nos alunos a criatividade e o interesse na pesquisa sobre ciência, corroborando com o nosso entendimento de que a arte como expressão pode alavancar o interesse dos alunos no conhecimento científico, demonstrando, assim, que os professores precisam ter em sua formação uma atenção para essa aliança entre Ciência, Arte e CTS. A esse resultado mais imediato e concreto alia-se o prazer e o exercício da criatividade que uma atividade dessa natureza promove naqueles que a desempenham.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2016-07-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v8i1.3370https://doi.org/10.34624/id.v8i1.3370Indagatio Didactica; Vol 8 No 1 (2016); 571-583Indagatio Didactica; Vol. 8 Núm. 1 (2016); 571-583Indagatio Didactica; Vol. 8 No 1 (2016); 571-583Indagatio Didactica; vol. 8 n.º 1 (2016); 571-5831647-3582reponame: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/3370https://proa.ua.pt/index.php/id/article/view/3370/2650Deccache-Maia, ElineMesseder, Jorge Cardosoinfo:eu-repo/semantics/openAccess2023-09-22T10:15:20Zoai:proa.ua.pt:article/3370Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:01.619751Repositório 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 Using art as narrative in an STS approach in the Teaching of Sciences
O uso da arte como narrativa na abordagem CTS no ensino de ciências
title Using art as narrative in an STS approach in the Teaching of Sciences
spellingShingle Using art as narrative in an STS approach in the Teaching of Sciences
Deccache-Maia, Eline
title_short Using art as narrative in an STS approach in the Teaching of Sciences
title_full Using art as narrative in an STS approach in the Teaching of Sciences
title_fullStr Using art as narrative in an STS approach in the Teaching of Sciences
title_full_unstemmed Using art as narrative in an STS approach in the Teaching of Sciences
title_sort Using art as narrative in an STS approach in the Teaching of Sciences
author Deccache-Maia, Eline
author_facet Deccache-Maia, Eline
Messeder, Jorge Cardoso
author_role author
author2 Messeder, Jorge Cardoso
author2_role author
dc.contributor.author.fl_str_mv Deccache-Maia, Eline
Messeder, Jorge Cardoso
description Allying science and art has led to a more interesting and effective way to teach Science. Our experiment, with graduate students of science teaching, has reinforced the amount of living experiences that confirm such efficacy. The close dialogue within the STS (Science, Technology and Society) perspective led us to promote a triple alliance between science, art and STS, from which emerged the research group S(A)TS: Science, (Art), Technology and Society. A variety of artistic expressions have been used by our graduate students who, searching to improve their practices, perceive art as a possible path. Diverse expressions, such as: theater, music or film, have been integrated and researched upon, through qualitative methodology, and have produced a rich set of results. In this article we discuss one of our experiments using Stop Motion animation, which took place in a public high school in Rio de Janeiro, Brazil, devoted to scientific themes. What resulted was a production of animated films that motivated students’ creativity and interest in scientific research, corroborating our understanding that the expression of art can increase students’ interest in scientific knowledge, and thus proving that teachers need, during their training, to develop awareness on the link between science, art and STS. This immediate and concrete result connects to the pleasure and the practice of creativity that such an activity promotes in those that engage in it.
publishDate 2016
dc.date.none.fl_str_mv 2016-07-05
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v8i1.3370
https://doi.org/10.34624/id.v8i1.3370
url https://doi.org/10.34624/id.v8i1.3370
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/3370
https://proa.ua.pt/index.php/id/article/view/3370/2650
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 8 No 1 (2016); 571-583
Indagatio Didactica; Vol. 8 Núm. 1 (2016); 571-583
Indagatio Didactica; Vol. 8 No 1 (2016); 571-583
Indagatio Didactica; vol. 8 n.º 1 (2016); 571-583
1647-3582
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