Conceptions of licensing on cross-second approaches in Science teaching

Detalhes bibliográficos
Autor(a) principal: Viçosa, Cátia Silene Carrazoni Lopes
Data de Publicação: 2020
Outros Autores: Santana, Emilson Braga, Viçosa, Débora Lopes, Salgueiro, Andréia Caroline Fernandes, Folmer, Vanderlei
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/2324
Resumo: This research aims to present the conceptions of Natural Sciences undergraduate students on the “Cross-Cutting Themes” in Science teaching. This is a qualitative study, involving twenty-three undergraduate students from a Brazilian public university. Data were obtained through a questionnaire containing an objective question and two subjective questions, and scrutinized through Bardin's Content Analysis. In the results, it is highlighted that the majority of undergraduate students recognize the importance of inserting Cross-Cutting Themes in science teaching and that they contribute, based on issues related to the socio-cultural context, with the students' learning process. It was also identified that undergraduate students relate the focus of urgent topics on society with the student’s formation, with contextualization and scientific literacy, which plays an important role in conducting a new look at science teaching. It is concluded that activities with transversal approaches are configured as a proposal for articulation and transposition of scientific concepts to the students' context, with the potential to be explored in the various knowledge areas, in addition to the Natural Sciences.
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spelling Conceptions of licensing on cross-second approaches in Science teachingConcepções de licenciandos acerca de abordagens transversais no ensino de CiênciasAlfabetização CientíficaContextualizaçãoFormação de SujeitoScientific LiteracyContextualizationSubject FormationThis research aims to present the conceptions of Natural Sciences undergraduate students on the “Cross-Cutting Themes” in Science teaching. This is a qualitative study, involving twenty-three undergraduate students from a Brazilian public university. Data were obtained through a questionnaire containing an objective question and two subjective questions, and scrutinized through Bardin's Content Analysis. In the results, it is highlighted that the majority of undergraduate students recognize the importance of inserting Cross-Cutting Themes in science teaching and that they contribute, based on issues related to the socio-cultural context, with the students' learning process. It was also identified that undergraduate students relate the focus of urgent topics on society with the student’s formation, with contextualization and scientific literacy, which plays an important role in conducting a new look at science teaching. It is concluded that activities with transversal approaches are configured as a proposal for articulation and transposition of scientific concepts to the students' context, with the potential to be explored in the various knowledge areas, in addition to the Natural Sciences.Esta pesquisa objetiva apresentar as concepções de licenciandos de Ciências da Natureza sobre a temática transversalidade no ensino de Ciências. Trata-se de uma pesquisa qualitativa, onde participaram vinte e três licenciandos de uma universidade pública brasileira. Os dados foram obtidos por meio de um questionário contendo uma questão objetiva e duas questões subjetivas e escrutinados por meio da Análise de Conteúdo de Bardin. Nos resultados, destaca-se que a maioria dos licenciandos reconhecem a importância da inserção dos temas transversais no ensino de Ciências e que os mesmos contribuem, a partir de questões relacionadas ao contexto sociocultural, com o processo de aprendizagem dos educandos. Identificou-se ainda que os licenciandos relacionam o enfoque de temas urgentes a sociedade com a formação do sujeito, com a contextualização e com a alfabetização científica, o que representa um papel importante na condução de um novo olhar para o ensino de Ciências. Conclui-se que atividades com enfoques transversais se configuram como proposta de articulação e transposição de conceituação científica para o contexto dos alunos, tendo potencial para ser explorado nas diversas áreas do conhecimento, além das Ciências da Natureza.Editora Cruzeiro do Sul2020-11-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/232410.26843/rencima.v11i7.2324Revista de Ensino de Ciências e Matemática; v. 11 n. 7 (2020): nov.; 180-1972179-426X10.26843/10.26843/rencima.v11i7reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2324/1421https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessViçosa, Cátia Silene Carrazoni LopesSantana, Emilson BragaViçosa, Débora LopesSalgueiro, Andréia Caroline FernandesFolmer, Vanderlei2023-05-12T18:15:10Zoai:ojs.pkp.sfu.ca:article/2324Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T18:15:10Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Conceptions of licensing on cross-second approaches in Science teaching
Concepções de licenciandos acerca de abordagens transversais no ensino de Ciências
title Conceptions of licensing on cross-second approaches in Science teaching
spellingShingle Conceptions of licensing on cross-second approaches in Science teaching
Viçosa, Cátia Silene Carrazoni Lopes
Alfabetização Científica
Contextualização
Formação de Sujeito
Scientific Literacy
Contextualization
Subject Formation
title_short Conceptions of licensing on cross-second approaches in Science teaching
title_full Conceptions of licensing on cross-second approaches in Science teaching
title_fullStr Conceptions of licensing on cross-second approaches in Science teaching
title_full_unstemmed Conceptions of licensing on cross-second approaches in Science teaching
title_sort Conceptions of licensing on cross-second approaches in Science teaching
author Viçosa, Cátia Silene Carrazoni Lopes
author_facet Viçosa, Cátia Silene Carrazoni Lopes
Santana, Emilson Braga
Viçosa, Débora Lopes
Salgueiro, Andréia Caroline Fernandes
Folmer, Vanderlei
author_role author
author2 Santana, Emilson Braga
Viçosa, Débora Lopes
Salgueiro, Andréia Caroline Fernandes
Folmer, Vanderlei
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Viçosa, Cátia Silene Carrazoni Lopes
Santana, Emilson Braga
Viçosa, Débora Lopes
Salgueiro, Andréia Caroline Fernandes
Folmer, Vanderlei
dc.subject.por.fl_str_mv Alfabetização Científica
Contextualização
Formação de Sujeito
Scientific Literacy
Contextualization
Subject Formation
topic Alfabetização Científica
Contextualização
Formação de Sujeito
Scientific Literacy
Contextualization
Subject Formation
description This research aims to present the conceptions of Natural Sciences undergraduate students on the “Cross-Cutting Themes” in Science teaching. This is a qualitative study, involving twenty-three undergraduate students from a Brazilian public university. Data were obtained through a questionnaire containing an objective question and two subjective questions, and scrutinized through Bardin's Content Analysis. In the results, it is highlighted that the majority of undergraduate students recognize the importance of inserting Cross-Cutting Themes in science teaching and that they contribute, based on issues related to the socio-cultural context, with the students' learning process. It was also identified that undergraduate students relate the focus of urgent topics on society with the student’s formation, with contextualization and scientific literacy, which plays an important role in conducting a new look at science teaching. It is concluded that activities with transversal approaches are configured as a proposal for articulation and transposition of scientific concepts to the students' context, with the potential to be explored in the various knowledge areas, in addition to the Natural Sciences.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-20
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/2324
10.26843/rencima.v11i7.2324
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2324
identifier_str_mv 10.26843/rencima.v11i7.2324
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2324/1421
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. 11 n. 7 (2020): nov.; 180-197
2179-426X
10.26843/10.26843/rencima.v11i7
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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