Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy

Detalhes bibliográficos
Autor(a) principal: Nery, Maria Josiane da Silva
Data de Publicação: 2022
Outros Autores: Silva, Fabiano Reis da, Geglio, Paulo César
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3388
Resumo: Inspired by the concept of bricolage brought by Seymour Papert to education, this work articulated a theoretical and methodological set composed by Constructionism, Inquiry-based Science Teaching and Augmented Reality, aiming to achieve Scientific Literacy indicators. This articulation was concretized in a biology didactic planning, experienced in the second year of high school in a public school. The search for scientific literacy indicators was carried out by means of Textual Discourse Analysis. The results show that the theoretical-methodological set led the students to construct several indicators proposed in the literature of the area. We conclude that constructionist approaches via inquiry teaching are a viable path to scientific literacy and suggest that bricolage should be a strategy encouraged in basic education teacher training or improvement courses.
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spelling Inquiry-based Science Teaching through Constructionism: a path towards scientific literacyEnseñanza de las Ciencias por Investigación a través del Construccionismo: un camino hacia la alfabetización científicaBricolageConstructionismInquiry-Based Science TeachingScientific LiteracyTeaching BiologyBricolajeConstruccionismoEnseñanza de las Ciencias por IndagaciónAlfabetización CientíficaEnseñanza de la BiologíaInspired by the concept of bricolage brought by Seymour Papert to education, this work articulated a theoretical and methodological set composed by Constructionism, Inquiry-based Science Teaching and Augmented Reality, aiming to achieve Scientific Literacy indicators. This articulation was concretized in a biology didactic planning, experienced in the second year of high school in a public school. The search for scientific literacy indicators was carried out by means of Textual Discourse Analysis. The results show that the theoretical-methodological set led the students to construct several indicators proposed in the literature of the area. We conclude that constructionist approaches via inquiry teaching are a viable path to scientific literacy and suggest that bricolage should be a strategy encouraged in basic education teacher training or improvement courses.Inspirado en el concepto de bricolaje aportado por Seymour Papert a la educación, este trabajo articuló un conjunto teórico y metodológico compuesto por el Construccionismo, la Enseñanza de las Ciencias por Investigación y la Realidad Aumentada, con el objetivo de lograr indicadores de Alfabetización Científica. Esta articulación se materializó en una planificación didáctica de la biología, experimentada en el segundo año de una escuela secundaria pública. La búsqueda de indicadores de alfabetización científica se llevó a cabo mediante el Análisis Textual del Discurso. Los resultados muestran que el conjunto teórico-metodológico llevó a los estudiantes a construir varios indicadores propuestos en la literatura del área. Concluimos que los enfoques construccionistas a través de la enseñanza por investigación son un camino viable para la alfabetización científica y sugerimos que el bricolaje sea una estrategia que se fomente en los cursos de formación o perfeccionamiento de los profesores de educación básica.Editora Cruzeiro do Sul2022-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/338810.26843/rencima.v13n4a01Revista de Ensino de Ciências e Matemática; v. 13 n. 4 (2022): jul./set.; 1-212179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSengporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3388/1790https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3388/1791https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessNery, Maria Josiane da SilvaSilva, Fabiano Reis daGeglio, Paulo César2023-04-22T01:10:55Zoai:ojs.pkp.sfu.ca:article/3388Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-22T01:10:55Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
Enseñanza de las Ciencias por Investigación a través del Construccionismo: un camino hacia la alfabetización científica
title Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
spellingShingle Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
Nery, Maria Josiane da Silva
Bricolage
Constructionism
Inquiry-Based Science Teaching
Scientific Literacy
Teaching Biology
Bricolaje
Construccionismo
Enseñanza de las Ciencias por Indagación
Alfabetización Científica
Enseñanza de la Biología
title_short Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
title_full Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
title_fullStr Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
title_full_unstemmed Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
title_sort Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy
author Nery, Maria Josiane da Silva
author_facet Nery, Maria Josiane da Silva
Silva, Fabiano Reis da
Geglio, Paulo César
author_role author
author2 Silva, Fabiano Reis da
Geglio, Paulo César
author2_role author
author
dc.contributor.author.fl_str_mv Nery, Maria Josiane da Silva
Silva, Fabiano Reis da
Geglio, Paulo César
dc.subject.por.fl_str_mv Bricolage
Constructionism
Inquiry-Based Science Teaching
Scientific Literacy
Teaching Biology
Bricolaje
Construccionismo
Enseñanza de las Ciencias por Indagación
Alfabetización Científica
Enseñanza de la Biología
topic Bricolage
Constructionism
Inquiry-Based Science Teaching
Scientific Literacy
Teaching Biology
Bricolaje
Construccionismo
Enseñanza de las Ciencias por Indagación
Alfabetización Científica
Enseñanza de la Biología
description Inspired by the concept of bricolage brought by Seymour Papert to education, this work articulated a theoretical and methodological set composed by Constructionism, Inquiry-based Science Teaching and Augmented Reality, aiming to achieve Scientific Literacy indicators. This articulation was concretized in a biology didactic planning, experienced in the second year of high school in a public school. The search for scientific literacy indicators was carried out by means of Textual Discourse Analysis. The results show that the theoretical-methodological set led the students to construct several indicators proposed in the literature of the area. We conclude that constructionist approaches via inquiry teaching are a viable path to scientific literacy and suggest that bricolage should be a strategy encouraged in basic education teacher training or improvement courses.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-01
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/3388
10.26843/rencima.v13n4a01
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3388
identifier_str_mv 10.26843/rencima.v13n4a01
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3388/1790
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3388/1791
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
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. 13 n. 4 (2022): jul./set.; 1-21
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
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