Scientific practice in high school as an incorporated pedagogical practice: a case study with junior scientific initiation projects:
Autor(a) principal: | |
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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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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 |
_version_ |
1801213951388680192 |