O modelo instrucional 5e e o ensino de química: definições e estratégias
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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/3584 |
Resumo: | The Active Methodologies have, among others, the objective of developing the teaching learning process using real experiences, seeking to successfully solve challenges directly linked to the essential activities of society in different contexts. Challenges were plentiful in this period of global health crisis in which remote teaching started to be presented as an emergency solution for the continuity of the schooling process. This work was conducted before and during the initial critical days of the pandemic in a private school in São Luís (MA), during high school chemistry classes, having as a general objective to identify the applicability of Active Methodologies in Chemistry Teaching, specifically the 5E instructional model (Engage, Explore, Explain, Elaborate and Evaluate). To achieve this objective, applied and explanatory research was adopted, using as theoretical reference authors such as: Duran, Bock, Arroio, Tyler, Zabala, Moran and Fernandes. The 5E instructional method (Engage, Explore, Explain, Elaborate and Evaluate) was used in the hybrid and remote approaches for a more captivating process of teaching and learning. The data were collected through observation during the classes and through the application of questionnaires. The referential analysis was based on the works of Sasseron and Carvalho, and of Bardin, identifying, through content analysis, the indicators of scientific literacy in each of the 5E model stages. The results found the presence of scientific literacy indicators in all stages of the present instructional model in the hybrid and only remote formats, which highlights the importance and efficiency of the application of active teaching methods for the construction of knowledge, autonomy, and critical thinking. |
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BEZERRA, Cícero Wellington Britohttp://lattes.cnpq.br/1474300723265204BEZERRA, Cícero Wellington Britohttp://lattes.cnpq.br/1474300723265204SILVA, Jackson Ronie Sá dahttp://lattes.cnpq.br/1439787124956370SILVA, Antonio José dahttp://lattes.cnpq.br/2510444490695173http://lattes.cnpq.br/1474300723265204http://lattes.cnpq.br/2732451918446972SOARES , Sanley Viegas2022-05-23T12:40:46Z2022-01-26SOARES , Sanley Viegas. O modelo instrucional 5e e o ensino de química: definições e estratégias. 2022. 85 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Matemática/CCET) - Universidade Federal do Maranhão, São Luís, 2022.https://tedebc.ufma.br/jspui/handle/tede/tede/3584The Active Methodologies have, among others, the objective of developing the teaching learning process using real experiences, seeking to successfully solve challenges directly linked to the essential activities of society in different contexts. Challenges were plentiful in this period of global health crisis in which remote teaching started to be presented as an emergency solution for the continuity of the schooling process. This work was conducted before and during the initial critical days of the pandemic in a private school in São Luís (MA), during high school chemistry classes, having as a general objective to identify the applicability of Active Methodologies in Chemistry Teaching, specifically the 5E instructional model (Engage, Explore, Explain, Elaborate and Evaluate). To achieve this objective, applied and explanatory research was adopted, using as theoretical reference authors such as: Duran, Bock, Arroio, Tyler, Zabala, Moran and Fernandes. The 5E instructional method (Engage, Explore, Explain, Elaborate and Evaluate) was used in the hybrid and remote approaches for a more captivating process of teaching and learning. The data were collected through observation during the classes and through the application of questionnaires. The referential analysis was based on the works of Sasseron and Carvalho, and of Bardin, identifying, through content analysis, the indicators of scientific literacy in each of the 5E model stages. The results found the presence of scientific literacy indicators in all stages of the present instructional model in the hybrid and only remote formats, which highlights the importance and efficiency of the application of active teaching methods for the construction of knowledge, autonomy, and critical thinking.As Metodologias Ativas têm, dentre outros, o objetivo de desenvolver o processo de ensino aprendizagem utilizando experiências reais, buscando solucionar, com sucesso, desafios diretamente ligados às atividades essenciais da sociedade, em diferentes contextos. Desafios não faltaram neste período de crise sanitária mundial em que o ensino remoto passou a ser apresentado como solução emergencial para a continuidade do processo de escolarização. Este trabalho foi realizado antes e durante os dias críticos iniciais da pandemia em uma escola privada de São Luís (MA), durante aulas de Química no ensino médio, tendo como objetivo geral identificar a aplicabilidade da utilização das Metodologias Ativas no Ensino de Química, em específico o modelo instrucional 5E (Engaje, Explore, Explain, Elaborate and Evaluation). Para alcançar este objetivo foi adotada a pesquisa aplicada e explicativa, tendo como referencial teórico autores como: Duran, Bock, Arroio, Tyler, Zabala, Moran e Fernandes. Para um ensino e aprendizagem motivadores, o método instrucional 5E (Engaje, Explore, Explain, Elaborate and Evaluation) foi empregado nas abordagens híbrida e unicamente remota. A coleta dos dados aconteceu por meio da observação durante as aulas ministradas e através da aplicação de questionários. O referencial de análise foi construído a partir dos trabalhos de Sasseron e Carvalho, e de Bardin, buscando identificar, por análise de conteúdo, os indicadores de Alfabetização Científica em cada uma das etapas do modelo 5E. Os resultados constataram para o presente modelo instrucional, tanto no formato híbrido como no unicamente remoto, em todas as suas etapas, a presença de indicadores da Alfabetização Científica, realçando a importância e a eficiência da aplicação de métodos ativos de ensino para a construção do conhecimento, da autonomia e da formação do espírito crítico.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2022-05-23T12:40:46Z No. of bitstreams: 1 SanleyViegas.pdf: 2042298 bytes, checksum: be69670129cd2e243d4e2cebfc374479 (MD5)Made available in DSpace on 2022-05-23T12:40:46Z (GMT). No. of bitstreams: 1 SanleyViegas.pdf: 2042298 bytes, checksum: be69670129cd2e243d4e2cebfc374479 (MD5) Previous issue date: 2022-01-26application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCETUFMABrasilDEPARTAMENTO DE QUÍMICA/CCETensino híbrido;metodologia ativa;método 5E;ensino de Química;blended teaching;active methodology;method 5E;Chemistry teachinEnsino-AprendizagemQuímicaO modelo instrucional 5e e o ensino de química: definições e estratégiasThe instructional model for teaching chemistry: definition and strategiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALSanleyViegas.pdfSanleyViegas.pdfapplication/pdf2042298http://tedebc.ufma.br:8080/bitstream/tede/3584/2/SanleyViegas.pdfbe69670129cd2e243d4e2cebfc374479MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3584/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/35842022-05-23 09:40:46.512oai:tede2:tede/3584IExJQ0VOw4dBIERFIERJU1RSSUJVScOHw4NPIE7Dg08tRVhDTFVTSVZBCgpDb20gYSBhcHJlc2VudGHDp8OjbyBkZXN0YSBsaWNlbsOnYSxvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvciBjb25jZWRlIMOgIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRvIE1hcmFuaMOjbyAoVUZNQSkgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IGRpc3RyaWJ1aXIgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIChpbmNsdWluZG8gbyByZXN1bW8pIHBvciB0b2RvIG8gbXVuZG8gbm8gZm9ybWF0byBpbXByZXNzbyBlIGVsZXRyw7RuaWNvIGUgZW0gcXVhbHF1ZXIgbWVpbywgaW5jbHVpbmRvIG9zIGZvcm1hdG9zIMOhdWRpbyBvdSB2w61kZW8uCgpWb2PDqiBjb25jb3JkYSBxdWUgYSBVRk1BIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGTUEgcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGRlIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiBWb2PDqiB0YW1iw6ltIGRlY2xhcmEgcXVlIG8gZGVww7NzaXRvIGRhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gbsOjbywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVUZNQSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRk1BLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyBUQU1Cw4lNIEFTIERFTUFJUyBPQlJJR0HDh8OVRVMgRVhJR0lEQVMgUE9SIENPTlRSQVRPIE9VIEFDT1JETy4KCkEgVUZNQSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIG91IG8ocykgbm9tZShzKSBkbyhzKSBkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbywgZSBuw6NvIGZhcsOhIHF1YWxxdWVyIGFsdGVyYcOnw6NvLCBhbMOpbSBkYXF1ZWxhcyBjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgoKRGVjbGFyYSB0YW1iw6ltIHF1ZSB0b2RhcyBhcyBhZmlsaWHDp8O1ZXMgY29ycG9yYXRpdmFzIG91IGluc3RpdHVjaW9uYWlzIGUgdG9kYXMgYXMgZm9udGVzIGRlIGFwb2lvIGZpbmFuY2Vpcm8gYW8gdHJhYmFsaG8gZXN0w6NvIGRldmlkYW1lbnRlIGNpdGFkYXMgb3UgbWVuY2lvbmFkYXMgZSBjZXJ0aWZpY2EgcXVlIG7Do28gaMOhIG5lbmh1bSBpbnRlcmVzc2UgY29tZXJjaWFsIG91IGFzc29jaWF0aXZvIHF1ZSByZXByZXNlbnRlIGNvbmZsaXRvIGRlIGludGVyZXNzZSBlbSBjb25leMOjbyBjb20gbyB0cmFiYWxobyBzdWJtZXRpZG8uCgoKCgoKCgo=Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-05-23T12:40:46Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
O modelo instrucional 5e e o ensino de química: definições e estratégias |
dc.title.alternative.eng.fl_str_mv |
The instructional model for teaching chemistry: definition and strategies |
title |
O modelo instrucional 5e e o ensino de química: definições e estratégias |
spellingShingle |
O modelo instrucional 5e e o ensino de química: definições e estratégias SOARES , Sanley Viegas ensino híbrido; metodologia ativa; método 5E; ensino de Química; blended teaching; active methodology; method 5E; Chemistry teachin Ensino-Aprendizagem Química |
title_short |
O modelo instrucional 5e e o ensino de química: definições e estratégias |
title_full |
O modelo instrucional 5e e o ensino de química: definições e estratégias |
title_fullStr |
O modelo instrucional 5e e o ensino de química: definições e estratégias |
title_full_unstemmed |
O modelo instrucional 5e e o ensino de química: definições e estratégias |
title_sort |
O modelo instrucional 5e e o ensino de química: definições e estratégias |
author |
SOARES , Sanley Viegas |
author_facet |
SOARES , Sanley Viegas |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
BEZERRA, Cícero Wellington Brito |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1474300723265204 |
dc.contributor.referee1.fl_str_mv |
BEZERRA, Cícero Wellington Brito |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1474300723265204 |
dc.contributor.referee2.fl_str_mv |
SILVA, Jackson Ronie Sá da |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1439787124956370 |
dc.contributor.referee3.fl_str_mv |
SILVA, Antonio José da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2510444490695173 |
dc.contributor.authorID.fl_str_mv |
http://lattes.cnpq.br/1474300723265204 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2732451918446972 |
dc.contributor.author.fl_str_mv |
SOARES , Sanley Viegas |
contributor_str_mv |
BEZERRA, Cícero Wellington Brito BEZERRA, Cícero Wellington Brito SILVA, Jackson Ronie Sá da SILVA, Antonio José da |
dc.subject.por.fl_str_mv |
ensino híbrido; metodologia ativa; método 5E; ensino de Química; |
topic |
ensino híbrido; metodologia ativa; método 5E; ensino de Química; blended teaching; active methodology; method 5E; Chemistry teachin Ensino-Aprendizagem Química |
dc.subject.eng.fl_str_mv |
blended teaching; active methodology; method 5E; Chemistry teachin |
dc.subject.cnpq.fl_str_mv |
Ensino-Aprendizagem Química |
description |
The Active Methodologies have, among others, the objective of developing the teaching learning process using real experiences, seeking to successfully solve challenges directly linked to the essential activities of society in different contexts. Challenges were plentiful in this period of global health crisis in which remote teaching started to be presented as an emergency solution for the continuity of the schooling process. This work was conducted before and during the initial critical days of the pandemic in a private school in São Luís (MA), during high school chemistry classes, having as a general objective to identify the applicability of Active Methodologies in Chemistry Teaching, specifically the 5E instructional model (Engage, Explore, Explain, Elaborate and Evaluate). To achieve this objective, applied and explanatory research was adopted, using as theoretical reference authors such as: Duran, Bock, Arroio, Tyler, Zabala, Moran and Fernandes. The 5E instructional method (Engage, Explore, Explain, Elaborate and Evaluate) was used in the hybrid and remote approaches for a more captivating process of teaching and learning. The data were collected through observation during the classes and through the application of questionnaires. The referential analysis was based on the works of Sasseron and Carvalho, and of Bardin, identifying, through content analysis, the indicators of scientific literacy in each of the 5E model stages. The results found the presence of scientific literacy indicators in all stages of the present instructional model in the hybrid and only remote formats, which highlights the importance and efficiency of the application of active teaching methods for the construction of knowledge, autonomy, and critical thinking. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-23T12:40:46Z |
dc.date.issued.fl_str_mv |
2022-01-26 |
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 |
SOARES , Sanley Viegas. O modelo instrucional 5e e o ensino de química: definições e estratégias. 2022. 85 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Matemática/CCET) - Universidade Federal do Maranhão, São Luís, 2022. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3584 |
identifier_str_mv |
SOARES , Sanley Viegas. O modelo instrucional 5e e o ensino de química: definições e estratégias. 2022. 85 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Matemática/CCET) - Universidade Federal do Maranhão, São Luís, 2022. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3584 |
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por |
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por |
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openAccess |
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application/pdf |
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Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET |
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UFMA |
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Brasil |
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DEPARTAMENTO DE QUÍMICA/CCET |
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Universidade Federal do Maranhão |
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