Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/2523 |
Resumo: | This article aims to present the following approaches: The theoretical foundations of Pedagogy 4Cs; A thematic proposal developed using it as a reference; The analysis of the pedagogical intervention carried out with high school students at the Federal Institute of Bahia, Paulo Afonso campus, which had as its theme the question: Are electric cars really sustainable? As a theoretical framework, we present the foundations of 4Cs Pedagogy, characterized by proposing activities aimed at developing scientific knowledge; criticality; creativity; and collaboration. As for the methodology, qualitative research was chosen, and due to the particularity of the investigation, action research. The data were analyzed based on the Discursive Textual Analysis, guided by the tripod: Development - Implementation - Evaluation. In the development and implementation, the project was designed with diverse teaching methods, seeking to make the classroom a workshop, an open, dialogical, dynamic, respectful and creative place. In the evaluation, it was possible to verify the students' commitment and engagement in the accomplishment of the tasks. The analyzed materials showed narratives that characterize complex thinking, such as multidimensionality. As for the pedagogical contact, the students evaluated the project positively, punctuating the good assimilation and articulation of the contents with the daily life. Narrative that corroborates with the researcher's impressions. However, it is registered the occurrence of speeches related to the overload of activities of the subjects, which should be considered an obstacle in the execution of school tasks. |
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Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaborationDesenvolvimento de um projeto temático na perspectiva da Pedagogia 4Cs: conhecimento científico, criticidade, criatividade e colaboraçãoPedagogia 4Cs.Projeto TemáticoEnsino de CiênciasPedagogy 4CsThematic ProjectScience teachingThis article aims to present the following approaches: The theoretical foundations of Pedagogy 4Cs; A thematic proposal developed using it as a reference; The analysis of the pedagogical intervention carried out with high school students at the Federal Institute of Bahia, Paulo Afonso campus, which had as its theme the question: Are electric cars really sustainable? As a theoretical framework, we present the foundations of 4Cs Pedagogy, characterized by proposing activities aimed at developing scientific knowledge; criticality; creativity; and collaboration. As for the methodology, qualitative research was chosen, and due to the particularity of the investigation, action research. The data were analyzed based on the Discursive Textual Analysis, guided by the tripod: Development - Implementation - Evaluation. In the development and implementation, the project was designed with diverse teaching methods, seeking to make the classroom a workshop, an open, dialogical, dynamic, respectful and creative place. In the evaluation, it was possible to verify the students' commitment and engagement in the accomplishment of the tasks. The analyzed materials showed narratives that characterize complex thinking, such as multidimensionality. As for the pedagogical contact, the students evaluated the project positively, punctuating the good assimilation and articulation of the contents with the daily life. Narrative that corroborates with the researcher's impressions. However, it is registered the occurrence of speeches related to the overload of activities of the subjects, which should be considered an obstacle in the execution of school tasks.O presente artigo objetiva apresentar as seguintes abordagens: Os fundamentos teóricos da Pedagogia 4Cs; Uma proposta temática desenvolvida tomando-a como referência; A análise da intervenção pedagógica realizada com alunos do Ensino Médio do Instituto Federal da Bahia, campus Paulo Afonso, que teve como temática o questionamento: São os carros elétricos realmente sustentáveis? Como referencial teórico, apresentamos fundamentos da Pedagogia 4Cs, caracterizada por propor atividades visando desenvolver conhecimentos científicos; criticidade; criatividade; e colaboração. Quanto à metodologia, optou-se pela pesquisa qualitativa, e devido à particularidade da investigação, a pesquisa-ação. Os dados foram analisados com base na Análise Textual Discursiva, orientados pelo tripé: Desenvolvimento – Implementação – Avaliação. No desenvolvimento e implementação, o projeto foi elaborado com métodos de ensino diversificados, buscando tornar a sala de aula uma oficina, um local aberto, dialógico, dinâmico, respeitoso e criativo. Na avaliação, pôde-se constatar o comprometimento e engajamento dos alunos na realização das tarefas. Os materiais analisados evidenciaram narrativas que caracterizam o pensamento complexo, como a multidimensionalidade. Quanto ao contato pedagógico, os alunos avaliaram o projeto positivamente, pontuando a boa assimilação e articulação dos conteúdos com o cotidiano. Narrativa que corrobora com as impressões do pesquisador. Contudo, registra-se a ocorrência de falas relativas à sobrecarga de atividades das disciplinas, o que deve ser considerado um obstáculo na execução das tarefas escolares.Editora Cruzeiro do Sul2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/252310.26843/rencima.v11i6.2523Revista de Ensino de Ciências e Matemática; v. 11 n. 1 (2020): jan./mar.; 422-4412179-426X10.26843/rencima.v11i1reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2523/1437https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessPitanga, Angelo Francklin2023-04-21T02:47:55Zoai:ojs.pkp.sfu.ca:article/2523Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T02:47:55Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration Desenvolvimento de um projeto temático na perspectiva da Pedagogia 4Cs: conhecimento científico, criticidade, criatividade e colaboração |
title |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration |
spellingShingle |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration Pitanga, Angelo Francklin Pedagogia 4Cs. Projeto Temático Ensino de Ciências Pedagogy 4Cs Thematic Project Science teaching |
title_short |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration |
title_full |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration |
title_fullStr |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration |
title_full_unstemmed |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration |
title_sort |
Development of a thematic project in the perspective 4Cs Pedagogy: scientific knowledge, criticality, creativity and collaboration |
author |
Pitanga, Angelo Francklin |
author_facet |
Pitanga, Angelo Francklin |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pitanga, Angelo Francklin |
dc.subject.por.fl_str_mv |
Pedagogia 4Cs. Projeto Temático Ensino de Ciências Pedagogy 4Cs Thematic Project Science teaching |
topic |
Pedagogia 4Cs. Projeto Temático Ensino de Ciências Pedagogy 4Cs Thematic Project Science teaching |
description |
This article aims to present the following approaches: The theoretical foundations of Pedagogy 4Cs; A thematic proposal developed using it as a reference; The analysis of the pedagogical intervention carried out with high school students at the Federal Institute of Bahia, Paulo Afonso campus, which had as its theme the question: Are electric cars really sustainable? As a theoretical framework, we present the foundations of 4Cs Pedagogy, characterized by proposing activities aimed at developing scientific knowledge; criticality; creativity; and collaboration. As for the methodology, qualitative research was chosen, and due to the particularity of the investigation, action research. The data were analyzed based on the Discursive Textual Analysis, guided by the tripod: Development - Implementation - Evaluation. In the development and implementation, the project was designed with diverse teaching methods, seeking to make the classroom a workshop, an open, dialogical, dynamic, respectful and creative place. In the evaluation, it was possible to verify the students' commitment and engagement in the accomplishment of the tasks. The analyzed materials showed narratives that characterize complex thinking, such as multidimensionality. As for the pedagogical contact, the students evaluated the project positively, punctuating the good assimilation and articulation of the contents with the daily life. Narrative that corroborates with the researcher's impressions. However, it is registered the occurrence of speeches related to the overload of activities of the subjects, which should be considered an obstacle in the execution of school tasks. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
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/2523 10.26843/rencima.v11i6.2523 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2523 |
identifier_str_mv |
10.26843/rencima.v11i6.2523 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2523/1437 |
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. 1 (2020): jan./mar.; 422-441 2179-426X 10.26843/rencima.v11i1 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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