Ciência na cozinha : o conhecimento cotidiano no processo de significação do conhecimento científico

• Autor(a) principal: Maranho, Mariana Peres
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4420
• topic: Conhecimento científico; Ciência; Estudo ensino; Projetos; Contextualização; Ensino de ciências; Brasil.; Contextualization; Projects; Science education; Brazil.; Ciências Exatas e da Terra; Matemática

This research aimed to recognize the relationship between scientific knowledge and everyday knowledge that make the science project in the Kitchen, a significant proposal in the school context in which it appears and still understand the significance of the process of scientific knowledge from the appreciation of everyday knowledge. Therefore we took a dip in the field of research to identify through which we could instruments to capture the information in order to achieve these goals. During field observations and reflections on the methodological approach and, for the constitution of pautamo on the data in the Three Pedagogic Moments, composed of the initial questioning, organization of knowledge and application of knowledge. The data collection instruments were made from such teaching moments, added to an initial questionnaire and the discussions audio recordings. The data were analyzed based on qualitative analysis. As a result of this research, we can infer about the contributions in the teaching-learning process provided by the strategy of the Three Pedagogic Moments to guide the work in the classroom through the questioning of knowledge, which allowed the students to comment on their experiences related to knowledge They involved the topic discussed, as well as the construction of scientific concepts, when approaching the previous knowledge of the new knowledge offered in the knowledge Organization step. Finally the contextualization of knowledge was key to the significance of the scientific concepts since the subjects worked during the teaching sequence had direct relation to the context in which it was applied, which may indicate that such knowledge beyond the school boundaries and become part day to day students.