A lógica de programação: subsídios na produção de significados em ciências

Detalhes bibliográficos
Autor(a) principal: MACHADO , Raquel dos Santos Soares
Data de Publicação: 2019
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2876
Resumo: In recent years, some countries have made changes in the basic education curriculum in relation to the curriculum components that involve computer studies. Within this context are the studies of Programming Logic, which can help students develop logical thinking, creativity, innovation, critical thinking, problem solving and interaction. This area of knowledge associated with science teaching, for example, would lead the student to be involved in solving various activities, such as: creating games, simulators, animated stories and understanding of scientific content. Thus, this research aimed to analyze how Programming Logic can contribute to Science Teaching, which is inserted as a subsidy in the production of meanings in science in face of technological advances and the new generation of knowledge. Also, to realize a state of the art of how the logic of programming is structured in other countries and how it has contributed to science teaching in an interdisciplinary way; To analyze research and / or case studies in Brazil and present the results of applying the use of programming logic in the sociocultural perspective of Mediated Action Theory. The research is characterized as qualitative of the documentary type, the selected documents for this research were: computer curricula and Science Teaching and engineering, articles and dissertations. The study technique used was the content analysis of Bardin (2011), being constructed three categories and three subcategories of analysis. In addition, we present the results of a didactic sequence applied in a state school system, in the city of Bacabal - MA, the result of PEDIC research. As a result, we could understand that the curricula analyzed present the programming logic for the promotion of contextualized teaching and are not “closed” from a technical perspective. Curricula also have a transformative character in the sense that they lead their students to make decisions regarding the current situation of the world population, as they encourage critical thinking enabling students to be more involved in social issues. In the selected publications we identified that the programming logic can be worked on involving diverse contents, such as: kinematics, gravity, projectile launch, hydrocarbons, energy, cellular structure, sustainability and environment. These researches demonstrated innovative, creative, dynamic, interactive and motivational Science Teaching processes. The didactic sequence constructed from a sociocultural perspective of Mediated Action Theory revealed to us that the proposition of activities that involve problematic situations contribute to the critical formation of our students. Finally, we understand that it is necessary in science teaching to insert methodologies, didactic resources and curriculum structure that lead students to a deep level of understanding.
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spelling COSTA, Hawbertt Rocha012848083-19http://lattes.cnpq.br/0062249238399290COSTA, Hawbertt Rocha012848083-19http://lattes.cnpq.br/0062249238399290CASTRO, Thais Helena Chaves dehttp://lattes.cnpq.br/9337143918677200BEZERRA, Cícero Wellington Britohttp://lattes.cnpq.br/1474300723265204034157613-12http://lattes.cnpq.br/6311969838174107MACHADO , Raquel dos Santos Soares2019-10-08T20:04:56Z2019-08-29MACHADO, Raquel dos Santos Soares. A lógica de programação: subsídios na produção de significados em ciências. 2019. 115. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Matemática/CCET) - Universidade Federal do Maranhão, São Luís.https://tedebc.ufma.br/jspui/handle/tede/tede/2876In recent years, some countries have made changes in the basic education curriculum in relation to the curriculum components that involve computer studies. Within this context are the studies of Programming Logic, which can help students develop logical thinking, creativity, innovation, critical thinking, problem solving and interaction. This area of knowledge associated with science teaching, for example, would lead the student to be involved in solving various activities, such as: creating games, simulators, animated stories and understanding of scientific content. Thus, this research aimed to analyze how Programming Logic can contribute to Science Teaching, which is inserted as a subsidy in the production of meanings in science in face of technological advances and the new generation of knowledge. Also, to realize a state of the art of how the logic of programming is structured in other countries and how it has contributed to science teaching in an interdisciplinary way; To analyze research and / or case studies in Brazil and present the results of applying the use of programming logic in the sociocultural perspective of Mediated Action Theory. The research is characterized as qualitative of the documentary type, the selected documents for this research were: computer curricula and Science Teaching and engineering, articles and dissertations. The study technique used was the content analysis of Bardin (2011), being constructed three categories and three subcategories of analysis. In addition, we present the results of a didactic sequence applied in a state school system, in the city of Bacabal - MA, the result of PEDIC research. As a result, we could understand that the curricula analyzed present the programming logic for the promotion of contextualized teaching and are not “closed” from a technical perspective. Curricula also have a transformative character in the sense that they lead their students to make decisions regarding the current situation of the world population, as they encourage critical thinking enabling students to be more involved in social issues. In the selected publications we identified that the programming logic can be worked on involving diverse contents, such as: kinematics, gravity, projectile launch, hydrocarbons, energy, cellular structure, sustainability and environment. These researches demonstrated innovative, creative, dynamic, interactive and motivational Science Teaching processes. The didactic sequence constructed from a sociocultural perspective of Mediated Action Theory revealed to us that the proposition of activities that involve problematic situations contribute to the critical formation of our students. Finally, we understand that it is necessary in science teaching to insert methodologies, didactic resources and curriculum structure that lead students to a deep level of understanding.Nos últimos anos, alguns países realizaram mudanças no currículo da educação básica em relação às componentes curriculares que envolvem os estudos referentes à informática. Dentro deste contexto inserem-se os estudos da Lógica de Programação, que pode auxiliar os alunos a desenvolverem o raciocínio lógico, a criatividade, a inovação, o pensamento crítico, a resolução de problemas e a interação. Esta área de conhecimento associada ao Ensino de Ciências, por exemplo, levaria o aluno a envolver-se na resolução de diversas atividades, tais como: criação de jogos, simuladores, histórias animadas e compreensão de conteúdos científicos. Desta forma, esta pesquisa buscou analisar de que modo Lógica de Programação pode contribuir para o Ensino de Ciências, sendo essa inserida como subsídio na produção de significados em ciências frente aos avanços tecnológicos e a nova geração do conhecimento. E ainda, realizar um estado da arte de como a lógica de programação está estruturada em outros países e de que maneira tem contribuído com o ensino de ciências de modo interdisciplinar; Analisar as pesquisas e/ou estudos de caso no Brasil e apresentar os resultados de aplicação do uso da lógica de programação na perspectiva sociocultural da Teoria da Ação Mediada. A pesquisa se caracteriza como qualitativa do tipo documental, os documentos selecionados para esta pesquisa foram: currículos de computação e Ensino de Ciências e engenharia, artigos e dissertações. A técnica de estudo utilizada foi a análise de conteúdo de Bardin (2011), sendo construídas três categorias e três subcategorias de análise. Além disto, apresentamos os resultados de uma sequência didática aplicada em uma escola da rede estadual de ensino, no município de Bacabal – MA, fruto das pesquisas do PEDIC. Como resultado, pudemos compreender que os currículos analisados apresentam a lógica de programação para a promoção de um ensino contextualizado e não estão “fechados” em uma perspectiva técnica. Os currículos também apresentam um caráter transformador no sentido de levar seus alunos a tomada de decisão frente a atual situação da população mundial, pois incentivam o pensamento crítico possibilitando aos alunos maior envolvimento nas questões sociais. Nas publicações selecionadas identificamos que a lógica de programação pode ser trabalhada envolvendo conteúdos diversos, tais como: cinemática, gravidade, lançamento de projéteis, hidrocarbonetos, energia, estrutura celular, sustentabilidade e meio ambiente. Estas pesquisas demonstraram processos de Ensino de Ciências inovadores, criativos, dinâmicos, interativos e motivacionais. A sequência didática construída a partir de uma perspectiva sociocultural da Teoria da Ação Mediada revelou-nos que a proposição de atividades que envolvem situações problemáticas, contribuem para a formação crítica de nossos alunos. Por fim, compreendemos que é necessário no Ensino de Ciências a inserção de metodologias, recursos didáticos e estrutura curricular, que levem os estudantes a um nível profundo de entendimentos.Submitted by Sheila MONTEIRO (sheila.monteiro@ufma.br) on 2019-10-08T20:04:56Z No. of bitstreams: 1 RAQUEL-MACHADO.pdf: 1195912 bytes, checksum: 398a37009687bfff021278e8b56afddf (MD5)Made available in DSpace on 2019-10-08T20:04:56Z (GMT). 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dc.title.por.fl_str_mv A lógica de programação: subsídios na produção de significados em ciências
dc.title.alternative.eng.fl_str_mv The logic of programming: subsidies in the production of meanings in science
title A lógica de programação: subsídios na produção de significados em ciências
spellingShingle A lógica de programação: subsídios na produção de significados em ciências
MACHADO , Raquel dos Santos Soares
Currículo
Ensino de ciências
Lógica de programação
Produção de significados em ciências
Curriculum
Science teaching
Programming logic
Production of meanings in ciences
Linguagens de Programação
Teoria Geral de Planejamento e Desenvolvimento Curricular
title_short A lógica de programação: subsídios na produção de significados em ciências
title_full A lógica de programação: subsídios na produção de significados em ciências
title_fullStr A lógica de programação: subsídios na produção de significados em ciências
title_full_unstemmed A lógica de programação: subsídios na produção de significados em ciências
title_sort A lógica de programação: subsídios na produção de significados em ciências
author MACHADO , Raquel dos Santos Soares
author_facet MACHADO , Raquel dos Santos Soares
author_role author
dc.contributor.advisor1.fl_str_mv COSTA, Hawbertt Rocha
dc.contributor.advisor1ID.fl_str_mv 012848083-19
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0062249238399290
dc.contributor.referee1.fl_str_mv COSTA, Hawbertt Rocha
dc.contributor.referee1ID.fl_str_mv 012848083-19
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/0062249238399290
dc.contributor.referee2.fl_str_mv CASTRO, Thais Helena Chaves de
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/9337143918677200
dc.contributor.referee3.fl_str_mv BEZERRA, Cícero Wellington Brito
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/1474300723265204
dc.contributor.authorID.fl_str_mv 034157613-12
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6311969838174107
dc.contributor.author.fl_str_mv MACHADO , Raquel dos Santos Soares
contributor_str_mv COSTA, Hawbertt Rocha
COSTA, Hawbertt Rocha
CASTRO, Thais Helena Chaves de
BEZERRA, Cícero Wellington Brito
dc.subject.por.fl_str_mv Currículo
Ensino de ciências
Lógica de programação
Produção de significados em ciências
Curriculum
Science teaching
Programming logic
Production of meanings in ciences
topic Currículo
Ensino de ciências
Lógica de programação
Produção de significados em ciências
Curriculum
Science teaching
Programming logic
Production of meanings in ciences
Linguagens de Programação
Teoria Geral de Planejamento e Desenvolvimento Curricular
dc.subject.cnpq.fl_str_mv Linguagens de Programação
Teoria Geral de Planejamento e Desenvolvimento Curricular
description In recent years, some countries have made changes in the basic education curriculum in relation to the curriculum components that involve computer studies. Within this context are the studies of Programming Logic, which can help students develop logical thinking, creativity, innovation, critical thinking, problem solving and interaction. This area of knowledge associated with science teaching, for example, would lead the student to be involved in solving various activities, such as: creating games, simulators, animated stories and understanding of scientific content. Thus, this research aimed to analyze how Programming Logic can contribute to Science Teaching, which is inserted as a subsidy in the production of meanings in science in face of technological advances and the new generation of knowledge. Also, to realize a state of the art of how the logic of programming is structured in other countries and how it has contributed to science teaching in an interdisciplinary way; To analyze research and / or case studies in Brazil and present the results of applying the use of programming logic in the sociocultural perspective of Mediated Action Theory. The research is characterized as qualitative of the documentary type, the selected documents for this research were: computer curricula and Science Teaching and engineering, articles and dissertations. The study technique used was the content analysis of Bardin (2011), being constructed three categories and three subcategories of analysis. In addition, we present the results of a didactic sequence applied in a state school system, in the city of Bacabal - MA, the result of PEDIC research. As a result, we could understand that the curricula analyzed present the programming logic for the promotion of contextualized teaching and are not “closed” from a technical perspective. Curricula also have a transformative character in the sense that they lead their students to make decisions regarding the current situation of the world population, as they encourage critical thinking enabling students to be more involved in social issues. In the selected publications we identified that the programming logic can be worked on involving diverse contents, such as: kinematics, gravity, projectile launch, hydrocarbons, energy, cellular structure, sustainability and environment. These researches demonstrated innovative, creative, dynamic, interactive and motivational Science Teaching processes. The didactic sequence constructed from a sociocultural perspective of Mediated Action Theory revealed to us that the proposition of activities that involve problematic situations contribute to the critical formation of our students. Finally, we understand that it is necessary in science teaching to insert methodologies, didactic resources and curriculum structure that lead students to a deep level of understanding.
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-10-08T20:04:56Z
dc.date.issued.fl_str_mv 2019-08-29
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv MACHADO, Raquel dos Santos Soares. A lógica de programação: subsídios na produção de significados em ciências. 2019. 115. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Matemática/CCET) - Universidade Federal do Maranhão, São Luís.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/2876
identifier_str_mv MACHADO, Raquel dos Santos Soares. A lógica de programação: subsídios na produção de significados em ciências. 2019. 115. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Matemática/CCET) - Universidade Federal do Maranhão, São Luís.
url https://tedebc.ufma.br/jspui/handle/tede/tede/2876
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language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Universidade Federal do Maranhão
dc.publisher.program.fl_str_mv PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET
dc.publisher.initials.fl_str_mv UFMA
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv COORDENACAO DO CURSO DE LICENCIATURAS EM CIENCIAS NATURAIS BACABAL/CAMPUS III
publisher.none.fl_str_mv Universidade Federal do Maranhão
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