Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2004 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2540 |
Resumo: | In this investigation we have analyzed the development of scientific concepts of students engaged in a teaching intervention on the theme Evolution of the species . That activity had as main characteristics: a) its structure was formulated in a way that aimed on stimulating students reasoning and interfering in one s conception on the theme; b) it was also supported by a teaching instrument that was elaborated with the purpose of simulating the evolutionary process and create a proper environment to develop the intended activities. This intervention, in which the researcher acted as the teacher and students of a University s exam preparatory course participated as volunteers, was meant to generate a diagnosis on the ideas of the participants and also interfere and evaluate (at the end of the process) those. For such, the intervention was subdivided in three phases: Diagnostic Evaluation, Development and Evaluation of the Learning Process. In order to make the investigation possible, a series of data were collected. The concerned: i) the ideas and concepts of the students; ii) the conditions of the learning available to them; iii) teachers interventions; iv) teacher-student interactions; v) different ways of utilizing the teaching instrument. Having in mind the objective of this research, as said before, the same kinds of data were gathered in all phases of the intervention and were subject of analysis regarding each phase and the whole process. As a result of the research we were able to characterize the conceptual development of the participants along the process. One could observe that there was development of elements of the scientific concepts, but the development of a system of meanings, consisting on genuine scientific meanings, that had just began. This partial development enabled us to highlight the importance of the cognitive work of systematization and application of concepts, in order that the process of learning scientific concepts happens through a acquisition of a system of meanings consisting on concepts with a high level of conscience and generalization. We were able to conclude that the consideration of Vygotski s theory on the teaching practice related to science concepts can offer a huge advancement in a significant learning of these concepts. We also identified the important role of the reasoning and actions of the teacher along the process, including his knowledge on the students ideas, on their learning process. In addiction, we have some conclusions about the teaching instrument role in the intervention: was positive in generating motivation on participating in many of the activities done during the intervention; had a positive role in the diagnosis of the students ideas; it helped establishing rules about the use of the instrument when regarding the discussions and situations that were good for the learning process, but it related to some learning difficulties presented by the students; it collaborated in proposing e developing activities that articulated scientific concepts and thought operations ; was possible to allow the central role of the conduction, by the teacher, of the activities related to the instrument to characterize the activity. |
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Silva, Douglas Verrangia Corrêa daBasso, Itacy Salgadohttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4780310Y0http://lattes.cnpq.br/7699024298055259315a3eaa-9034-4dc9-bb41-68ee391cbcf72016-06-02T19:39:11Z2004-12-132016-06-02T19:39:11Z2004-04-26https://repositorio.ufscar.br/handle/ufscar/2540In this investigation we have analyzed the development of scientific concepts of students engaged in a teaching intervention on the theme Evolution of the species . That activity had as main characteristics: a) its structure was formulated in a way that aimed on stimulating students reasoning and interfering in one s conception on the theme; b) it was also supported by a teaching instrument that was elaborated with the purpose of simulating the evolutionary process and create a proper environment to develop the intended activities. This intervention, in which the researcher acted as the teacher and students of a University s exam preparatory course participated as volunteers, was meant to generate a diagnosis on the ideas of the participants and also interfere and evaluate (at the end of the process) those. For such, the intervention was subdivided in three phases: Diagnostic Evaluation, Development and Evaluation of the Learning Process. In order to make the investigation possible, a series of data were collected. The concerned: i) the ideas and concepts of the students; ii) the conditions of the learning available to them; iii) teachers interventions; iv) teacher-student interactions; v) different ways of utilizing the teaching instrument. Having in mind the objective of this research, as said before, the same kinds of data were gathered in all phases of the intervention and were subject of analysis regarding each phase and the whole process. As a result of the research we were able to characterize the conceptual development of the participants along the process. One could observe that there was development of elements of the scientific concepts, but the development of a system of meanings, consisting on genuine scientific meanings, that had just began. This partial development enabled us to highlight the importance of the cognitive work of systematization and application of concepts, in order that the process of learning scientific concepts happens through a acquisition of a system of meanings consisting on concepts with a high level of conscience and generalization. We were able to conclude that the consideration of Vygotski s theory on the teaching practice related to science concepts can offer a huge advancement in a significant learning of these concepts. We also identified the important role of the reasoning and actions of the teacher along the process, including his knowledge on the students ideas, on their learning process. In addiction, we have some conclusions about the teaching instrument role in the intervention: was positive in generating motivation on participating in many of the activities done during the intervention; had a positive role in the diagnosis of the students ideas; it helped establishing rules about the use of the instrument when regarding the discussions and situations that were good for the learning process, but it related to some learning difficulties presented by the students; it collaborated in proposing e developing activities that articulated scientific concepts and thought operations ; was possible to allow the central role of the conduction, by the teacher, of the activities related to the instrument to characterize the activity.Nesta investigação, analisamos o desenvolvimento de conceitos científicos de alunos participantes de uma intervenção de ensino sobre a temática Evolução das Espécies , que teve como características principais: a) ser estruturada em atividades que, de forma articulada, visaram estimular o raciocínio dos alunos e interferir em suas idéias sobre a temática abordada, e b) ser apoiada por um instrumento de ensino elaborado para simular o processo evolutivo e para propiciar o desenvolvimento das referidas atividades. A intervenção, na qual o pesquisador atuou como professor e participaram, como voluntários, alunos de um curso pré-vestibular popular, foi planejada para diagnosticar, interferir sobre e avaliar (ao fim da intervenção) os conceitos dos alunos participantes. Para tanto, a intervenção contou com três etapas: Avaliação Diagnóstica; Desenvolvimento e Avaliação de Aprendizagem (final). Para viabilizar a investigação sobre o processo e produtos de aprendizagem, foram coletados dados sobre idéias e conceitos dos alunos, além de dados sobre as condições de ensino oferecidas intervenções do professor, interações professor-alunos e as diferentes formas de utilização do instrumento de ensino, em todas as etapas da intervenção. Os mesmos tipos de dados foram coletados nas três etapas da intervenção e foram objeto de análise em cada etapa e como elementos de todo o processo. O referencial teórico utilizado para a análise foi a perspectiva de Vygotski sobre o desenvolvimento dos conceitos científicos e cotidianos pelo indivíduo e a teoria da evolução das espécies, em especial a teoria neodarwinista. Como resultados da pesquisa obtivemos uma caracterização do desenvolvimento conceitual dos participantes durante a intervenção. Foi possível observar que houve desenvolvimento de elementos de conceitos científicos, mas que o desenvolvimento de um sistema de significados, formado por conceitos científicos genuínos, foi apenas iniciado. Este desenvolvimento parcial nos possibilitou ressaltar a importância do trabalho pedagógico que envolve atividades de aplicação e sistematização dos conceitos, para que a aprendizagem de conceitos científicos se dê de forma satisfatória: por meio da aquisição de um sistema de significados formado por conceitos com alto grau de generalização e consciência. Pudemos concluir que a consideração da perspectiva de Vygotski na prática docente relacionada ao ensino de Ciências pode oferecer um avanço para a aprendizagem significativa destes conceitos. Identificamos a importância das reflexões e ações do professor durante a intervenção, principalmente relacionadas ao conhecimento e consideração das idéias dos alunos no processo de ensino. Também pudemos chegar a algumas conclusões acerca do papel do instrumento de ensino utilizado na intervenção: ele foi positivo na execução de atividades de diagnóstico das idéias dos alunos e como gerador de motivação para as atividades do curso; ele colaborou na proposição e desenvolvimento de atividades que articulavam conceitos científicos e operações de pensamento; foi possível identificar a importância da forma de condução, pelo professor, das atividades com o instrumento para a caracterização destas atividades; o estabelecimento de regras para a utilização do instrumento gerou situações favoráveis à aprendizagem dos alunos, mas alguns elementos do instrumento estiveram relacionados com dificuldades de aprendizagem apresentadas pelos participantes.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRAprendizagemConceitos científicosEvolução (biologia)CIENCIAS HUMANAS::EDUCACAOAnálise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médioinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1ffa6f581-a111-43de-83c6-95577ab0f301info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL419.pdfapplication/pdf768000https://repositorio.ufscar.br/bitstream/ufscar/2540/1/419.pdf84fa6b04acd5c106277f8e2dad1b824eMD51TEXT419.pdf.txt419.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/2540/2/419.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL419.pdf.jpg419.pdf.jpgIM Thumbnailimage/jpeg7602https://repositorio.ufscar.br/bitstream/ufscar/2540/3/419.pdf.jpg8536eec66df1df92c709076e22f20e5fMD53ufscar/25402023-09-18 18:32:22.293oai:repositorio.ufscar.br:ufscar/2540Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:22Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio |
title |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio |
spellingShingle |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio Silva, Douglas Verrangia Corrêa da Aprendizagem Conceitos científicos Evolução (biologia) CIENCIAS HUMANAS::EDUCACAO |
title_short |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio |
title_full |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio |
title_fullStr |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio |
title_full_unstemmed |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio |
title_sort |
Análise do desenvolvimento de conceitos científicos sobre a teoria da evolução das espécies em alunos do ensino médio |
author |
Silva, Douglas Verrangia Corrêa da |
author_facet |
Silva, Douglas Verrangia Corrêa da |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7699024298055259 |
dc.contributor.author.fl_str_mv |
Silva, Douglas Verrangia Corrêa da |
dc.contributor.advisor1.fl_str_mv |
Basso, Itacy Salgado |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4780310Y0 |
dc.contributor.authorID.fl_str_mv |
315a3eaa-9034-4dc9-bb41-68ee391cbcf7 |
contributor_str_mv |
Basso, Itacy Salgado |
dc.subject.por.fl_str_mv |
Aprendizagem Conceitos científicos Evolução (biologia) |
topic |
Aprendizagem Conceitos científicos Evolução (biologia) CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In this investigation we have analyzed the development of scientific concepts of students engaged in a teaching intervention on the theme Evolution of the species . That activity had as main characteristics: a) its structure was formulated in a way that aimed on stimulating students reasoning and interfering in one s conception on the theme; b) it was also supported by a teaching instrument that was elaborated with the purpose of simulating the evolutionary process and create a proper environment to develop the intended activities. This intervention, in which the researcher acted as the teacher and students of a University s exam preparatory course participated as volunteers, was meant to generate a diagnosis on the ideas of the participants and also interfere and evaluate (at the end of the process) those. For such, the intervention was subdivided in three phases: Diagnostic Evaluation, Development and Evaluation of the Learning Process. In order to make the investigation possible, a series of data were collected. The concerned: i) the ideas and concepts of the students; ii) the conditions of the learning available to them; iii) teachers interventions; iv) teacher-student interactions; v) different ways of utilizing the teaching instrument. Having in mind the objective of this research, as said before, the same kinds of data were gathered in all phases of the intervention and were subject of analysis regarding each phase and the whole process. As a result of the research we were able to characterize the conceptual development of the participants along the process. One could observe that there was development of elements of the scientific concepts, but the development of a system of meanings, consisting on genuine scientific meanings, that had just began. This partial development enabled us to highlight the importance of the cognitive work of systematization and application of concepts, in order that the process of learning scientific concepts happens through a acquisition of a system of meanings consisting on concepts with a high level of conscience and generalization. We were able to conclude that the consideration of Vygotski s theory on the teaching practice related to science concepts can offer a huge advancement in a significant learning of these concepts. We also identified the important role of the reasoning and actions of the teacher along the process, including his knowledge on the students ideas, on their learning process. In addiction, we have some conclusions about the teaching instrument role in the intervention: was positive in generating motivation on participating in many of the activities done during the intervention; had a positive role in the diagnosis of the students ideas; it helped establishing rules about the use of the instrument when regarding the discussions and situations that were good for the learning process, but it related to some learning difficulties presented by the students; it collaborated in proposing e developing activities that articulated scientific concepts and thought operations ; was possible to allow the central role of the conduction, by the teacher, of the activities related to the instrument to characterize the activity. |
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2004 |
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2004-12-13 2016-06-02T19:39:11Z |
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2004-04-26 |
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2016-06-02T19:39:11Z |
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