Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias

Detalhes bibliográficos
Autor(a) principal: Mometti, Carlos
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Insignare Scientia
Texto Completo: https://periodicos.uffs.edu.br/index.php/RIS/article/view/12884
Resumo: Scientific and Technological Literacy (STL) is one of the necessary and urgent goals for the development of the citizen belonging to digital humanity. In this sense, this article aims to discuss a methodological path for Science Teaching in Basic Education named by Maker-science. This conception was elaborated through the resignification of the French approach of IIR - Interdisciplinary Island of Rationality (IIR), as well as the conceptions of ACT. Regarding the theoretical contributions that support this work, the assumptions for the definition of a teaching methodology according to the French didactics of the second half of the 20th century, resignified for the contemporary teacher working in the digital humanities, as well as the conceptions of didactic transposition (DT). This teaching methodology proposal was initially thought to be applied to the levels that make up basic education. Thus, after a period of investigation of two years through the implementation of this trial in a pilot institution, we were able to conclude that the methodological proposal contributed to the promotion of the STL of the students, as well as the understanding of the forms of scientific communication and the construction of the systematic thinking. In addition, Maker-science presented itself as promising for the development of an innovative methodological proposal.
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spelling Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las CienciasMethodological way Maker-Science: a proposition of Science Education methodologyTrilha Metodológica Maker-Science: proposição de uma metodologia para o Ensino de CiênciasScientific and Technological Literacy (STL) is one of the necessary and urgent goals for the development of the citizen belonging to digital humanity. In this sense, this article aims to discuss a methodological path for Science Teaching in Basic Education named by Maker-science. This conception was elaborated through the resignification of the French approach of IIR - Interdisciplinary Island of Rationality (IIR), as well as the conceptions of ACT. Regarding the theoretical contributions that support this work, the assumptions for the definition of a teaching methodology according to the French didactics of the second half of the 20th century, resignified for the contemporary teacher working in the digital humanities, as well as the conceptions of didactic transposition (DT). This teaching methodology proposal was initially thought to be applied to the levels that make up basic education. Thus, after a period of investigation of two years through the implementation of this trial in a pilot institution, we were able to conclude that the methodological proposal contributed to the promotion of the STL of the students, as well as the understanding of the forms of scientific communication and the construction of the systematic thinking. In addition, Maker-science presented itself as promising for the development of an innovative methodological proposal.A Alfabetização Científica e Tecnológica (ACT) é um dos objetivos necessários e urgentes para o desenvolvimento do cidadão pertencente à humanidade digital. Nesse sentido, este artigo possui por objetivo discutir uma trilha metodológica para o Ensino de Ciências na educação básica nomeada por Maker-science. Tal concepção foi elaborada mediante a ressignificação da abordagem francesa de IIR - Ilha Interdisciplinar de Racionalidade (IIR), bem como as concepções de ACT. Já no que tange aos aportes teóricos que embasam este trabalho, destacam-se os pressupostos para a definição de uma metodologia de ensino segundo a didática francesa da segunda metade do século XX, ressignificada para o docente contemporâneo atuante na humanidade digital, bem como as concepções da transposição didática (TD). Essa proposta de metodologia de ensino foi inicialmente pensada para ser aplicada aos níveis que compõe a educação básica. Assim, após um período de investigação de dois anos por meio da implementação desta trilha em uma instituição piloto de estudo, pudemos concluir que a proposta metodológica contribuiu à promoção da ACT dos alunos, bem como o entendimento das formas de comunicação científica e a construção do pensamento sistemático. Além disso, a Maker-science apresentou-se como promissora para o desenvolvimento de uma proposta metodológica inovadora.La Alfabetización Científica y Tecnológica (ACT) es una de las metas necesarias y urgentes para el desarrollo del ciudadano perteneciente a la humanidad digital. En ese sentido, este artículo tiene como objetivo discutir un camino metodológico para la Enseñanza de las Ciencias en la Educación Básica denominado por Maker-science. Esta concepción fue elaborada a través de la resignificación del enfoque francés de IIR - Isla Interdisciplinar de Racionalidad (IIR), así como de los conceptos de ACT. En cuanto a los aportes teóricos que sustentan este trabajo, los presupuestos para la definición de una metodología de enseñanza según la didáctica francesa de la segunda mitad del siglo XX, resignificados para el docente contemporáneo que trabaja en la humanidad digital, así como las concepciones de la transposición didáctica (TD). Esta propuesta metodológica de enseñanza fue inicialmente pensada para ser aplicada a los niveles que componen la educación básica. Así, luego de un período de investigación de dos años a través de la implementación de este sendero en una institución piloto de estudio, pudimos concluir que la propuesta metodológica contribuyó a la promoción del ACT de los estudiantes, así como a la comprensión de las formas de comunicación científica y la construcción del pensamiento sistemático. Además, Maker-science se presentó como prometedora para el desarrollo de una propuesta metodológica innovadora.Universidade Federal da Fronteira Sul2022-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uffs.edu.br/index.php/RIS/article/view/1288410.36661/2595-4520.2022v5n4.12884Revista Insignare Scientia - RIS; v. 5 n. 4 (2022): Revista Insignare Scientia; 420-4352595-4520reponame:Revista Insignare Scientiainstname:Universidade Federal da Fronteira Sul (UFFS)instacron:UFFSporhttps://periodicos.uffs.edu.br/index.php/RIS/article/view/12884/8668Copyright (c) 2022 Carlos Momettihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMometti, Carlos2022-12-22T21:32:12Zoai:ojs.192.168.253.137:article/12884Revistahttps://periodicos.uffs.edu.br/index.php/RISPUBhttps://periodicos.uffs.edu.br/index.php/RIS/oairoquegullich@uffs.edu.br||2595-45202595-4520opendoar:2022-12-22T21:32:12Revista Insignare Scientia - Universidade Federal da Fronteira Sul (UFFS)false
dc.title.none.fl_str_mv Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
Methodological way Maker-Science: a proposition of Science Education methodology
Trilha Metodológica Maker-Science: proposição de uma metodologia para o Ensino de Ciências
title Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
spellingShingle Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
Mometti, Carlos
title_short Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
title_full Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
title_fullStr Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
title_full_unstemmed Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
title_sort Camino metodológico Maker-Science: una propuesta de metodología de la Enseñanza de las Ciencias
author Mometti, Carlos
author_facet Mometti, Carlos
author_role author
dc.contributor.author.fl_str_mv Mometti, Carlos
description Scientific and Technological Literacy (STL) is one of the necessary and urgent goals for the development of the citizen belonging to digital humanity. In this sense, this article aims to discuss a methodological path for Science Teaching in Basic Education named by Maker-science. This conception was elaborated through the resignification of the French approach of IIR - Interdisciplinary Island of Rationality (IIR), as well as the conceptions of ACT. Regarding the theoretical contributions that support this work, the assumptions for the definition of a teaching methodology according to the French didactics of the second half of the 20th century, resignified for the contemporary teacher working in the digital humanities, as well as the conceptions of didactic transposition (DT). This teaching methodology proposal was initially thought to be applied to the levels that make up basic education. Thus, after a period of investigation of two years through the implementation of this trial in a pilot institution, we were able to conclude that the methodological proposal contributed to the promotion of the STL of the students, as well as the understanding of the forms of scientific communication and the construction of the systematic thinking. In addition, Maker-science presented itself as promising for the development of an innovative methodological proposal.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-21
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://periodicos.uffs.edu.br/index.php/RIS/article/view/12884
10.36661/2595-4520.2022v5n4.12884
url https://periodicos.uffs.edu.br/index.php/RIS/article/view/12884
identifier_str_mv 10.36661/2595-4520.2022v5n4.12884
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uffs.edu.br/index.php/RIS/article/view/12884/8668
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 Universidade Federal da Fronteira Sul
publisher.none.fl_str_mv Universidade Federal da Fronteira Sul
dc.source.none.fl_str_mv Revista Insignare Scientia - RIS; v. 5 n. 4 (2022): Revista Insignare Scientia; 420-435
2595-4520
reponame:Revista Insignare Scientia
instname:Universidade Federal da Fronteira Sul (UFFS)
instacron:UFFS
instname_str Universidade Federal da Fronteira Sul (UFFS)
instacron_str UFFS
institution UFFS
reponame_str Revista Insignare Scientia
collection Revista Insignare Scientia
repository.name.fl_str_mv Revista Insignare Scientia - Universidade Federal da Fronteira Sul (UFFS)
repository.mail.fl_str_mv roquegullich@uffs.edu.br||
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