Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:

Detalhes bibliográficos
Autor(a) principal: Mometti, Carlos
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Perspectivas
Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/7314
Resumo: The interpretation of scientific language, by the student, is urgent in face of the great transformations of the century XXI, and considering the inclusion of Physics, Chemistry and Biology classes in the National Common Curriculum Base (Brazil). In the perspective of this urgency, we present this work, reporting a case study based on a methodological proposal for Science Teaching with junior scientific initiation projects, in a school in the capital of the State of São Paulo, started in 2019 and developed as follows: elaboration of scientific initiation projects with high school classes; training meetings with teachers for the development of the project; and evaluation of these projects through seminars by students and teachers. The initiative, guided by the theoretical-methodological assumptions of Scientific and Technological Literacy (STL) by Fourez (1992;1994) and the discussion of CTS by Penick (1998), resulted in the incorporation of science teaching practice and the assumption of this conduct in the Pedagogical Political Project of the institution.
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spelling Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects: A prática científica no ensino médio como prática pedagógica incorporada: um estudo de caso com projetos de iniciação científica júnior: Prática científicaEnsino de ciênciasMetodologia de ensinoAlfabetização científicaScientific practiceScience teachingTeaching methodologyScientific literacyThe interpretation of scientific language, by the student, is urgent in face of the great transformations of the century XXI, and considering the inclusion of Physics, Chemistry and Biology classes in the National Common Curriculum Base (Brazil). In the perspective of this urgency, we present this work, reporting a case study based on a methodological proposal for Science Teaching with junior scientific initiation projects, in a school in the capital of the State of São Paulo, started in 2019 and developed as follows: elaboration of scientific initiation projects with high school classes; training meetings with teachers for the development of the project; and evaluation of these projects through seminars by students and teachers. The initiative, guided by the theoretical-methodological assumptions of Scientific and Technological Literacy (STL) by Fourez (1992;1994) and the discussion of CTS by Penick (1998), resulted in the incorporation of science teaching practice and the assumption of this conduct in the Pedagogical Political Project of the institution.A interpretação da linguagem científica, pelo aluno, faz-se premente face às grandes transformações do séc. XXI, e considerando-se ainda a inserção das aulas de Física, Química e Biologia na Base Nacional Comum Curricular. Na perspectiva dessa urgência apresentamos o presente trabalho, relatando um estudo de caso pautado numa proposta metodológica para o Ensino de Ciências com projetos de iniciação científica júnior, em uma escola da capital do Estado de São Paulo, iniciada em 2019 e assim desenvolvida: elaboração dos projetos de iniciação científica com turmas de Ensino Médio; encontros de formação com docentes para o desenvolvimento do projeto; e avaliação destes projetos por meio de seminários pelos alunos e professores. Da iniciativa, orientada pelos pressupostos teórico-metodológicos da Alfabetização Científica e Tecnológica (ACT) de Fourez (1992;1994) e na discussão da CTS por Penick (1998), resultou a incorporação da prática científica docente e assunção desta conduta no Projeto Político Pedagógico da instituição.EdUECE - Editora da Universidade Estadual do Ceará2022-01-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/7314Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-25Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-25Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-252675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/7314/6427Copyright (c) 2022 Carlos Momettihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMometti, Carlos2022-12-17T12:04:02Zoai:ojs.revistas.uece.br:article/7314Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-12-17T12:04:02Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
A prática científica no ensino médio como prática pedagógica incorporada: um estudo de caso com projetos de iniciação científica júnior:
title Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
spellingShingle Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
Mometti, Carlos
Prática científica
Ensino de ciências
Metodologia de ensino
Alfabetização científica
Scientific practice
Science teaching
Teaching methodology
Scientific literacy
title_short Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
title_full Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
title_fullStr Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
title_full_unstemmed Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
title_sort Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
author Mometti, Carlos
author_facet Mometti, Carlos
author_role author
dc.contributor.author.fl_str_mv Mometti, Carlos
dc.subject.por.fl_str_mv Prática científica
Ensino de ciências
Metodologia de ensino
Alfabetização científica
Scientific practice
Science teaching
Teaching methodology
Scientific literacy
topic Prática científica
Ensino de ciências
Metodologia de ensino
Alfabetização científica
Scientific practice
Science teaching
Teaching methodology
Scientific literacy
description The interpretation of scientific language, by the student, is urgent in face of the great transformations of the century XXI, and considering the inclusion of Physics, Chemistry and Biology classes in the National Common Curriculum Base (Brazil). In the perspective of this urgency, we present this work, reporting a case study based on a methodological proposal for Science Teaching with junior scientific initiation projects, in a school in the capital of the State of São Paulo, started in 2019 and developed as follows: elaboration of scientific initiation projects with high school classes; training meetings with teachers for the development of the project; and evaluation of these projects through seminars by students and teachers. The initiative, guided by the theoretical-methodological assumptions of Scientific and Technological Literacy (STL) by Fourez (1992;1994) and the discussion of CTS by Penick (1998), resulted in the incorporation of science teaching practice and the assumption of this conduct in the Pedagogical Political Project of the institution.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-12
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://revistas.uece.br/index.php/ensinoemperspectivas/article/view/7314
url https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/7314
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/7314/6427
dc.rights.driver.fl_str_mv Copyright (c) 2022 Carlos Mometti
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Carlos Mometti
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-25
Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-25
Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-25
2675-9144
reponame:Ensino em Perspectivas
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Ensino em Perspectivas
collection Ensino em Perspectivas
repository.name.fl_str_mv Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv ensino.perspectivas@gmail.com
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