Approach in the soil content in Elementary School: a proposed activity for a meaningful learning
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Data de Publicação: | 2018 |
Outros Autores: | |
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/1179 |
Resumo: | Soil is a component of natural and anthropogenic environments and despite of its importance, the subject of soil is not usually taught in depth in the elementary school. The school has an important role in guiding and regulating the actions of the students in the use and soil conservation. The development of different strategies in relation to soil content, aimed to teaching-learning process on this topic was considered in this study. These strategies were devised based on the reference frame of the Meaningful Learning, as elaborated by Ausubel. Therefore, the objective of this paper is to present a proposal for different teaching activity about soil supported by the theoretical principles of Meaningful Learning at science classes. The results showed that the use of soil thematic expanded the teaching and learning, as promoted greater interaction between students and mediation of the teacher, as well as conceptual advances and language in students. This work serves as a reference for future studies aiming to contribute to the improvement of science education. |
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Approach in the soil content in Elementary School: a proposed activity for a meaningful learningAbordagem do conteúdo solo no Ensino Fundamental: uma proposta para a aprendizagem significativaEnsino de ciênciasEnsino fundamentalProcesso ensino- aprendizagemScience educationElementary schoolTeaching-learning processSoil is a component of natural and anthropogenic environments and despite of its importance, the subject of soil is not usually taught in depth in the elementary school. The school has an important role in guiding and regulating the actions of the students in the use and soil conservation. The development of different strategies in relation to soil content, aimed to teaching-learning process on this topic was considered in this study. These strategies were devised based on the reference frame of the Meaningful Learning, as elaborated by Ausubel. Therefore, the objective of this paper is to present a proposal for different teaching activity about soil supported by the theoretical principles of Meaningful Learning at science classes. The results showed that the use of soil thematic expanded the teaching and learning, as promoted greater interaction between students and mediation of the teacher, as well as conceptual advances and language in students. This work serves as a reference for future studies aiming to contribute to the improvement of science education. O solo é um componente dos ambientes naturais e antropizados e apesar de sua importância, esse conteúdo usualmente não é abordado com a devida importância no ensino fundamental. A escola possui papel importante tanto na orientação quanto na regulação de ações dos estudantes na utilização e preservação do solo. O desenvolvimento de estratégias diferenciadas em relação ao ensino do conteúdo solo, visando o processo de ensino-aprendizagem sobre esse tema, foi contemplado neste trabalho como um dos resultados obtidos sob a luz dos referenciais da aprendizagem significativa fundamentados em Ausubel. Portanto, o objetivo desse trabalho é apresentar uma proposta de atividade didática diferenciada sustentada pelos princípios teóricos da aprendizagem significativa aplicada a o ensino do conteúdo solo durante as aulas de ciências. Os resultados obtidos apontaram que o uso da temática solo ampliou o ensino e a aprendizagem, uma vez que promoveu maior interação entre alunos e mediação do professor, além de avanços conceituais e de linguagem nos estudantes. Esse trabalho serve de referência para futuros estudos na tentativa de contribuir para a melhoria do ensino de ciências. Editora Cruzeiro do Sul2018-04-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/117910.26843/rencima.v9i1.1179Revista de Ensino de Ciências e Matemática; v. 9 n. 1 (2018): jan./mar.; 31-492179-426X10.26843/rencima.v9i1reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1179/944https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1179/1337https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1179/1338https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessOliveira, Juliane de SouzaCosta, Samuel2023-04-20T22:54:03Zoai:ojs.pkp.sfu.ca:article/1179Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-20T22:54:03Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning Abordagem do conteúdo solo no Ensino Fundamental: uma proposta para a aprendizagem significativa |
title |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning |
spellingShingle |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning Oliveira, Juliane de Souza Ensino de ciências Ensino fundamental Processo ensino- aprendizagem Science education Elementary school Teaching-learning process |
title_short |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning |
title_full |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning |
title_fullStr |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning |
title_full_unstemmed |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning |
title_sort |
Approach in the soil content in Elementary School: a proposed activity for a meaningful learning |
author |
Oliveira, Juliane de Souza |
author_facet |
Oliveira, Juliane de Souza Costa, Samuel |
author_role |
author |
author2 |
Costa, Samuel |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Juliane de Souza Costa, Samuel |
dc.subject.por.fl_str_mv |
Ensino de ciências Ensino fundamental Processo ensino- aprendizagem Science education Elementary school Teaching-learning process |
topic |
Ensino de ciências Ensino fundamental Processo ensino- aprendizagem Science education Elementary school Teaching-learning process |
description |
Soil is a component of natural and anthropogenic environments and despite of its importance, the subject of soil is not usually taught in depth in the elementary school. The school has an important role in guiding and regulating the actions of the students in the use and soil conservation. The development of different strategies in relation to soil content, aimed to teaching-learning process on this topic was considered in this study. These strategies were devised based on the reference frame of the Meaningful Learning, as elaborated by Ausubel. Therefore, the objective of this paper is to present a proposal for different teaching activity about soil supported by the theoretical principles of Meaningful Learning at science classes. The results showed that the use of soil thematic expanded the teaching and learning, as promoted greater interaction between students and mediation of the teacher, as well as conceptual advances and language in students. This work serves as a reference for future studies aiming to contribute to the improvement of science education. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-05 |
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/1179 10.26843/rencima.v9i1.1179 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1179 |
identifier_str_mv |
10.26843/rencima.v9i1.1179 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1179/944 https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1179/1337 https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1179/1338 |
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 application/pdf 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. 9 n. 1 (2018): jan./mar.; 31-49 2179-426X 10.26843/rencima.v9i1 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 |
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