Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge

Detalhes bibliográficos
Autor(a) principal: Reinaldo, Thais Adrianne Silva
Data de Publicação: 2023
Outros Autores: Caldeira, Ana Maria de Andrade
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3636
Resumo: In view of the curricular innovations inherent in the implementation of the Brazilian National Common Curriculum Base, studies on the proposed aspects and implications for Science Teaching are essential. The research presented in this article sought to understand the relevance given to Chemistry in Science teaching in the final years of Elementary School. For that, a documental analysis was carried out, based on the Content Analysis method, of the Paulista Curriculum, aiming to identify the mode, scope and perspective of chemical knowledge. The results indicated objects of knowledge and skills related to the objects of study of Chemistry in all years of this teaching stage, but this approach is reduced in view of the entire curricular content of Science and emphasizes only one of the levels of representation of chemical knowledge, the macroscopic. The approach of the submicroscopic and symbolic levels of chemical knowledge only in the last year of this school level suggests a possible obstacle to learning.
id UCS-4_83e18ef851bb1269daebcf1d0a1a53d7
oai_identifier_str oai:ojs.pkp.sfu.ca:article/3636
network_acronym_str UCS-4
network_name_str Revista de Ensino de Ciências e Matemática - REnCiMa
repository_id_str
spelling Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledgeLa enseñanza de las Ciencias en los últimos años de la Escuela Primaria: un análisis curricular centrado en los saberes químicosO ensino de Ciências nos Anos Finais do Ensino Fundamental: uma análise curricular com enfoque nos conhecimentos químicosEnsino de QuímicaEnsino de CiênciasAnálise CurricularEnsino FundamentalChemistry TeachingScience TeachingCurriculum AnalysisElementary SchoolEnseñanza de la QuímicaEnseñanza de las CienciasAnálisis curricularEscuela PrimariaIn view of the curricular innovations inherent in the implementation of the Brazilian National Common Curriculum Base, studies on the proposed aspects and implications for Science Teaching are essential. The research presented in this article sought to understand the relevance given to Chemistry in Science teaching in the final years of Elementary School. For that, a documental analysis was carried out, based on the Content Analysis method, of the Paulista Curriculum, aiming to identify the mode, scope and perspective of chemical knowledge. The results indicated objects of knowledge and skills related to the objects of study of Chemistry in all years of this teaching stage, but this approach is reduced in view of the entire curricular content of Science and emphasizes only one of the levels of representation of chemical knowledge, the macroscopic. The approach of the submicroscopic and symbolic levels of chemical knowledge only in the last year of this school level suggests a possible obstacle to learning.Frente a las innovaciones curriculares inherentes a la implementación de la Base Curricular Común Nacional de Brasil, los estudios sobre los aspectos propuestos y las implicaciones para la Enseñanza de las Ciencias son esenciales. La investigación presentada en este artículo buscó comprender la relevancia otorgada a la Química en la enseñanza de las Ciencias en los últimos años de la Escuela Primaria. Para eso, fue realizado un análisis documental, basado en el método de Análisis de Contenido, del Currículo Paulista, con el objetivo de identificar el modo, alcance y perspectiva del conocimiento químico. Los resultados indicaron objetos de conocimiento y habilidades afines a los objetos de estudio de la Química en todos los años de esta etapa docente, pero este enfoque se reduce frente a todo el contenido curricular de Ciencias y enfatiza solo uno de los niveles de representación del conocimiento químico, el macroscópico. El abordaje de los niveles submicroscópico y simbólico del conocimiento químico solo en el último año de este nivel escolar sugiere un posible obstáculo para el aprendizaje.Diante das inovações curriculares inerentes da implementação da Base Nacional Comum Curricular brasileira são imprescindíveis estudos sobre os aspectos propostos e implicações para o Ensino de Ciências. A pesquisa apresentada neste artigo buscou compreender a relevância dada à Química no ensino de Ciências nos anos finais do Ensino Fundamental. Para tanto, foi realizado uma análise documental, fundamentado no método Análise de Conteúdo, do Currículo Paulista visando identificar o modo, a abrangência e a perspectiva dos conhecimentos químicos. Os resultados indicaram objetos de conhecimento e habilidades relacionadas aos objetos de estudo da Química em todos os anos desta etapa de ensino, porém esta abordagem é reduzida diante de todo o conteúdo curricular de Ciências e enfatiza apenas um dos níveis de representação dos conhecimentos químicos, o macroscópico. A abordagem dos níveis submicroscópico e simbólicos dos conhecimentos químicos apenas no último ano deste nível escolar sugere um possível obstáculo à aprendizagem.Editora Cruzeiro do Sul2023-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/363610.26843/rencima.v14n1a07Revista de Ensino de Ciências e Matemática; v. 14 n. 1 (2023): jan./mar.; 1-242179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3636/1929https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessReinaldo, Thais Adrianne SilvaCaldeira, Ana Maria de Andrade2023-01-02T14:24:03Zoai:ojs.pkp.sfu.ca:article/3636Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-01-02T14:24:03Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
La enseñanza de las Ciencias en los últimos años de la Escuela Primaria: un análisis curricular centrado en los saberes químicos
O ensino de Ciências nos Anos Finais do Ensino Fundamental: uma análise curricular com enfoque nos conhecimentos químicos
title Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
spellingShingle Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
Reinaldo, Thais Adrianne Silva
Ensino de Química
Ensino de Ciências
Análise Curricular
Ensino Fundamental
Chemistry Teaching
Science Teaching
Curriculum Analysis
Elementary School
Enseñanza de la Química
Enseñanza de las Ciencias
Análisis curricular
Escuela Primaria
title_short Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
title_full Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
title_fullStr Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
title_full_unstemmed Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
title_sort Science teaching in the Final Years of Elementary School: a curriculum analysis focusing on chemical knowledge
author Reinaldo, Thais Adrianne Silva
author_facet Reinaldo, Thais Adrianne Silva
Caldeira, Ana Maria de Andrade
author_role author
author2 Caldeira, Ana Maria de Andrade
author2_role author
dc.contributor.author.fl_str_mv Reinaldo, Thais Adrianne Silva
Caldeira, Ana Maria de Andrade
dc.subject.por.fl_str_mv Ensino de Química
Ensino de Ciências
Análise Curricular
Ensino Fundamental
Chemistry Teaching
Science Teaching
Curriculum Analysis
Elementary School
Enseñanza de la Química
Enseñanza de las Ciencias
Análisis curricular
Escuela Primaria
topic Ensino de Química
Ensino de Ciências
Análise Curricular
Ensino Fundamental
Chemistry Teaching
Science Teaching
Curriculum Analysis
Elementary School
Enseñanza de la Química
Enseñanza de las Ciencias
Análisis curricular
Escuela Primaria
description In view of the curricular innovations inherent in the implementation of the Brazilian National Common Curriculum Base, studies on the proposed aspects and implications for Science Teaching are essential. The research presented in this article sought to understand the relevance given to Chemistry in Science teaching in the final years of Elementary School. For that, a documental analysis was carried out, based on the Content Analysis method, of the Paulista Curriculum, aiming to identify the mode, scope and perspective of chemical knowledge. The results indicated objects of knowledge and skills related to the objects of study of Chemistry in all years of this teaching stage, but this approach is reduced in view of the entire curricular content of Science and emphasizes only one of the levels of representation of chemical knowledge, the macroscopic. The approach of the submicroscopic and symbolic levels of chemical knowledge only in the last year of this school level suggests a possible obstacle to learning.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3636
10.26843/rencima.v14n1a07
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3636
identifier_str_mv 10.26843/rencima.v14n1a07
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3636/1929
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 14 n. 1 (2023): jan./mar.; 1-24
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
_version_ 1799306133554331648

Registros relacionados