Learning sciences through scientific disclosure texts: contributory strategies for teachers in training on the construction of environmental concepts

• Autor(a) principal: Almeida, Sandra Luiza Sousa Santos de
• Data de Publicação: 2022
• Outros Autores: Araújo, Magnólia Fernandes Florêncio de, Silva, Natanael Charles da
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/8944
• topic: Aprendizagem Significativa; Ensino de Ciências e Biologia; Alfabetização Científica; Construtivismo; Educação; Ensino; Meaningful learning; Teaching Science and Biology; Scientific Literacy; Constructivism; Aprendizaje significativo. Enseñanza de Ciencias y Biología. alfabetización científica. Constructivismo; Aprendizaje significativo; Enseñanza de Ciencias y Biología; alfabetización científica; Constructivismo

The objective of this research was to understand how the use of a scientific text can contribute to the understanding of concepts related to the environmental area in the teaching of Biology to high school students. The qualitative, descriptive and participatory research took place in a State School in the city of Natal, Rio Grande do Norte, in two groups divided into an intervention group and a participatory observation group. The results show that the intervention group presented a greater amount of basic ecological concepts and inserted into an environmental problem, with more property and better reasoning than what was observed in the responses of the participatory observation group, meaning that there was greater construction of knowledge. Thus, the use of well-defined reading strategies and the direct participation of the teacher facilitated and encouraged the discussion of the scientific popularization text in the classes, enabling a meaningful, diversified and dynamic learning process.