SYSTEMATIC REVIEW OF (INTER)DISCIPLINARY APPROACHES IN NATURAL SCIENCES BASED ON GALPERIN

• Autor(a) principal: Germano, Thiago da Costa
• Data de Publicação: 2023
• Outros Autores: Almeida, Carlos Alberto Santos de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16306
• topic: Enseñanza basada en la teoría de Galperin; Revision de literatura; Enseñanza de Ciencias Naturales; Prácticas Educativas; Ensino Baseado na Teoria de Galperin; Revisão de Literatura; Ensino de Ciências da Natureza; Práticas Educacionais; Teaching Based on Galperin's Theory; Literature review; Teaching Natural Sciences; Educational Practices

The Theory of Planned Formation of Mental Actions and Concepts (Galperin's theory) has aroused increasing interest in educational research due to its emphasis on the formation of mental processes and the assimilation of concepts that can influence the teaching and learning of objects of knowledge in Biology, Physics and chemistry. Aiming to reflect on this, this work consists of a Systematic Literature Review based on the methodology proposed by Kitchenham (2004) and Donato, H. and Donato, M. (2019) with the aim of analyzing how national and international theses, dissertations and articles published between 2013 and 2022 address Galperin's theory in teaching Natural Sciences curricular components. This study is secondary research and the work selection methodology included the definition of keywords, search strings and selection of national and international digital databases. In the end, 13 works were obtained and evaluated qualitatively and quantitatively. According to the analyses, it was observed that the incorporation of Galperin's theory in the teaching of Natural Sciences was carried out with adaptations of the five stages that compose them according to specific needs. It was also revealed that this theory is applicable at different levels of education, including teacher training, but with a predominant tendency to adopt disciplinary approaches, with little emphasis on interdisciplinarity.