Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA

Detalhes bibliográficos
Autor(a) principal: Leite, Eliane Glerian
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFMT
Texto Completo: http://ri.ufmt.br/handle/1/2725
Resumo: In the teaching action, it is necessary to explore activities closer to the reality of the student, valuing their daily life and promoting the possibility of a more meaningful and more collaborative learning. It is necessary to stimulate the student's curiosity in understanding the concepts, highlighting the role of this reality through a contextualization in the perspective of Science, Technology and Society, taking into account their environment (CTSA). Exploring and stimulating are challenges that present themselves to Science / Chemistry teaching that can, among other things, enable students to take a scientific reading of phenomena and material transformations. The path adopted in this work was to value the students' experiences using the previous knowledge in class planning in the CTSA perspective. Teaching strategies can promote a greater interaction between the subjects of learning as a way to facilitate the understanding of nature from the scientific culture, besides contributing to a critical formation and of conscious positioning before the problems. In this research, an interactive didactic sequence (SDI) was elaborated from the theme: Food conservation. As a structural question we choose this: How do students understand the phenomena related to food conservation, from the application of a SDI in the CTSA perspective? Five classes were planned and applied, including two experimental ones, from what the students knew about the browning of the apple and ways to avoid the rotting of some foods. This research report is structured in seven chapters as follows: In the first chapter, the researcher's academic and professional background is presented. The second chapter discusses the problem, the objectives and the methodology adopted. In the third chapter, we discuss the composition of the acronym CTS and its variant for CTSA, as well as on the strengthening of questions and environmental concepts in the most current scientific education. The fourth chapter discusses SDI and how interactivity can value students' realities. In the fifth chapter, the teaching about food preservation and the concepts of chemical kinetics involved in the process are discussed, as well as the relevance of the understanding of this subject in the context of high school. The sixth chapter, especially discusses the didactic guide, as a developed educational product. Several topics and concepts were mentioned by the students, such as: to use or not the refrigerator, consumption of milk and fresh meat, use of oil (as in canned meat) and salt to preserve, choose the best way to store ( packaging, canning, conditioning) and preserving food, the concepts of temperature, time and contact surface, were indications of the richness provided by the possibility of a more systematic application of the CTSA perspective from the chosen theme. To elaborate and apply a SDI are possible actions, however, the actual conditions of teaching performance, as well as the systematization of student learning, seem to be the most degrading obstacles to its full realization.
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spelling Conservação de alimentos : uma sequência didática interativa na perspectiva CTSASequência didática interativaConservação de alimentosCTSACNPQ::CIENCIAS EXATAS E DA TERRAInteractive didactic sequenceFood preservationCTSAIn the teaching action, it is necessary to explore activities closer to the reality of the student, valuing their daily life and promoting the possibility of a more meaningful and more collaborative learning. It is necessary to stimulate the student's curiosity in understanding the concepts, highlighting the role of this reality through a contextualization in the perspective of Science, Technology and Society, taking into account their environment (CTSA). Exploring and stimulating are challenges that present themselves to Science / Chemistry teaching that can, among other things, enable students to take a scientific reading of phenomena and material transformations. The path adopted in this work was to value the students' experiences using the previous knowledge in class planning in the CTSA perspective. Teaching strategies can promote a greater interaction between the subjects of learning as a way to facilitate the understanding of nature from the scientific culture, besides contributing to a critical formation and of conscious positioning before the problems. In this research, an interactive didactic sequence (SDI) was elaborated from the theme: Food conservation. As a structural question we choose this: How do students understand the phenomena related to food conservation, from the application of a SDI in the CTSA perspective? Five classes were planned and applied, including two experimental ones, from what the students knew about the browning of the apple and ways to avoid the rotting of some foods. This research report is structured in seven chapters as follows: In the first chapter, the researcher's academic and professional background is presented. The second chapter discusses the problem, the objectives and the methodology adopted. In the third chapter, we discuss the composition of the acronym CTS and its variant for CTSA, as well as on the strengthening of questions and environmental concepts in the most current scientific education. The fourth chapter discusses SDI and how interactivity can value students' realities. In the fifth chapter, the teaching about food preservation and the concepts of chemical kinetics involved in the process are discussed, as well as the relevance of the understanding of this subject in the context of high school. The sixth chapter, especially discusses the didactic guide, as a developed educational product. Several topics and concepts were mentioned by the students, such as: to use or not the refrigerator, consumption of milk and fresh meat, use of oil (as in canned meat) and salt to preserve, choose the best way to store ( packaging, canning, conditioning) and preserving food, the concepts of temperature, time and contact surface, were indications of the richness provided by the possibility of a more systematic application of the CTSA perspective from the chosen theme. To elaborate and apply a SDI are possible actions, however, the actual conditions of teaching performance, as well as the systematization of student learning, seem to be the most degrading obstacles to its full realization.Na ação docente, é necessário explorar atividades mais próximas à realidade do estudante, valorizando o seu cotidiano e promovendo a possibilidade de uma aprendizagem mais significativa e mais colaborativa. É preciso estimular a curiosidade do estudante na compreensão dos conceitos, destacando o papel dessa realidade mediante uma contextualização na perspectiva da Ciência, da Tecnologia e da Sociedade, levando em conta o seu Ambiente (CTSA). Explorar e estimular são desafios que se apresentam ao ensino de Ciências/Química que pode, dentre outras coisas, possibilitar aos estudantes uma leitura científica dos fenômenos e das transformações dos materiais. O caminho adotado neste trabalho, foi o de valorizar as vivências dos estudantes utilizando os saberes prévios no planejamento de aulas na perspectiva CTSA. Estratégias de ensino podem promover uma maior interação entre os sujeitos da aprendizagem como forma de facilitar a compreensão da natureza a partir da cultura científica, além de contribuir para uma formação crítica e, de posicionamentos conscientes ante aos problemas. Nesta pesquisa, elaborou-se uma sequência didática interativa (SDI) a partir da temática: Conservação de alimentos. Como pergunta estruturante elegemos esta: Como os estudantes compreendem os fenômenos relacionados à conservação de alimentos, a partir da aplicação de uma SDI na perspectiva CTSA? Cinco aulas foram planejadas e aplicadas, dentre as quais, duas experimentais, a partir do que os estudantes conheciam sobre o escurecimento da maçã e as formas de se evitar o apodrecimento de alguns alimentos. Este relatório de pesquisa está estruturado em sete capítulos da seguinte forma: No primeiro capítulo, apresenta-se o percurso acadêmico e profissional desta pesquisadora. O segundo capítulo disserta sobre o problema, os objetivos e a metodologia adotada. No terceiro capítulo, discorrese sobre a composição da sigla CTS e sua variante para CTSA, bem como sobre o reforço das questões e dos conceitos ambientais na educação científica mais atual. O quarto capítulo, discorre sobre a SDI e como a interatividade pode valorizar a realidade dos estudantes. No quinto capítulo, são abordados o ensino sobre a conservação de alimentos e os conceitos de Cinética Química envolvidos no processo, bem como a relevância da compreensão dessa temática no contexto do ensino médio. O sexto capítulo, disserta especialmente sobre o guia didático, enquanto produto educacional desenvolvido. Diversos temas e conceitos foram mencionados pelos estudantes, como: uso ou não da geladeira, o consumo do leite e da carne in natura, uso do óleo (como na carne de lata) e do sal para conservar, escolha da melhor forma de armazenar (envasar, enlatar, acondicionar) e de conservar os alimentos, os conceitos de temperatura, tempo e superfície de contato, foram indícios da riqueza proporcionada pela possibilidade de uma aplicação mais sistemática da perspectiva CTSA a partir da temática escolhida. Elaborar e aplicar uma SDI são ações possíveis, no entanto, as condições reais de atuação docente, bem como a sistematização do aprendizado dos estudantes, parecem ser os mais aviltantes obstáculos à sua plena concretização.Universidade Federal de Mato GrossoBrasilInstituto de Física (IF)UFMT CUC - CuiabáPrograma de Pós-Graduação em Ensino de Ciências NaturaisSoares, Elane Chaveirohttp://lattes.cnpq.br/3328904796449774Soares, Elane Chaveiro531.802.751-20http://lattes.cnpq.br/3328904796449774Moraes, Mariuce Campos de453.627.341-72http://lattes.cnpq.br/2756856364236298531.802.751-20Silva, José Luis de Paula Barros071.811.595-34http://lattes.cnpq.br/5296514928109726Leite, Eliane Glerian2021-08-11T16:33:02Z2018-10-272021-08-11T16:33:02Z2018-10-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLEITE, Eliane Glerian. Conservação de alimentos: uma sequência didática interativa na perspectiva CTSA. 2018. 58 f. Dissertação (Mestrado em Ensino de Ciências Naturais) - Universidade Federal de Mato Grosso, Instituto de Física, Cuiabá, 2018.http://ri.ufmt.br/handle/1/2725porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-08-14T07:03:08Zoai:localhost:1/2725Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-08-14T07:03:08Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
title Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
spellingShingle Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
Leite, Eliane Glerian
Sequência didática interativa
Conservação de alimentos
CTSA
CNPQ::CIENCIAS EXATAS E DA TERRA
Interactive didactic sequence
Food preservation
CTSA
title_short Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
title_full Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
title_fullStr Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
title_full_unstemmed Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
title_sort Conservação de alimentos : uma sequência didática interativa na perspectiva CTSA
author Leite, Eliane Glerian
author_facet Leite, Eliane Glerian
author_role author
dc.contributor.none.fl_str_mv Soares, Elane Chaveiro
http://lattes.cnpq.br/3328904796449774
Soares, Elane Chaveiro
531.802.751-20
http://lattes.cnpq.br/3328904796449774
Moraes, Mariuce Campos de
453.627.341-72
http://lattes.cnpq.br/2756856364236298
531.802.751-20
Silva, José Luis de Paula Barros
071.811.595-34
http://lattes.cnpq.br/5296514928109726
dc.contributor.author.fl_str_mv Leite, Eliane Glerian
dc.subject.por.fl_str_mv Sequência didática interativa
Conservação de alimentos
CTSA
CNPQ::CIENCIAS EXATAS E DA TERRA
Interactive didactic sequence
Food preservation
CTSA
topic Sequência didática interativa
Conservação de alimentos
CTSA
CNPQ::CIENCIAS EXATAS E DA TERRA
Interactive didactic sequence
Food preservation
CTSA
description In the teaching action, it is necessary to explore activities closer to the reality of the student, valuing their daily life and promoting the possibility of a more meaningful and more collaborative learning. It is necessary to stimulate the student's curiosity in understanding the concepts, highlighting the role of this reality through a contextualization in the perspective of Science, Technology and Society, taking into account their environment (CTSA). Exploring and stimulating are challenges that present themselves to Science / Chemistry teaching that can, among other things, enable students to take a scientific reading of phenomena and material transformations. The path adopted in this work was to value the students' experiences using the previous knowledge in class planning in the CTSA perspective. Teaching strategies can promote a greater interaction between the subjects of learning as a way to facilitate the understanding of nature from the scientific culture, besides contributing to a critical formation and of conscious positioning before the problems. In this research, an interactive didactic sequence (SDI) was elaborated from the theme: Food conservation. As a structural question we choose this: How do students understand the phenomena related to food conservation, from the application of a SDI in the CTSA perspective? Five classes were planned and applied, including two experimental ones, from what the students knew about the browning of the apple and ways to avoid the rotting of some foods. This research report is structured in seven chapters as follows: In the first chapter, the researcher's academic and professional background is presented. The second chapter discusses the problem, the objectives and the methodology adopted. In the third chapter, we discuss the composition of the acronym CTS and its variant for CTSA, as well as on the strengthening of questions and environmental concepts in the most current scientific education. The fourth chapter discusses SDI and how interactivity can value students' realities. In the fifth chapter, the teaching about food preservation and the concepts of chemical kinetics involved in the process are discussed, as well as the relevance of the understanding of this subject in the context of high school. The sixth chapter, especially discusses the didactic guide, as a developed educational product. Several topics and concepts were mentioned by the students, such as: to use or not the refrigerator, consumption of milk and fresh meat, use of oil (as in canned meat) and salt to preserve, choose the best way to store ( packaging, canning, conditioning) and preserving food, the concepts of temperature, time and contact surface, were indications of the richness provided by the possibility of a more systematic application of the CTSA perspective from the chosen theme. To elaborate and apply a SDI are possible actions, however, the actual conditions of teaching performance, as well as the systematization of student learning, seem to be the most degrading obstacles to its full realization.
publishDate 2018
dc.date.none.fl_str_mv 2018-10-27
2018-10-04
2021-08-11T16:33:02Z
2021-08-11T16:33:02Z
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.uri.fl_str_mv LEITE, Eliane Glerian. Conservação de alimentos: uma sequência didática interativa na perspectiva CTSA. 2018. 58 f. Dissertação (Mestrado em Ensino de Ciências Naturais) - Universidade Federal de Mato Grosso, Instituto de Física, Cuiabá, 2018.
http://ri.ufmt.br/handle/1/2725
identifier_str_mv LEITE, Eliane Glerian. Conservação de alimentos: uma sequência didática interativa na perspectiva CTSA. 2018. 58 f. Dissertação (Mestrado em Ensino de Ciências Naturais) - Universidade Federal de Mato Grosso, Instituto de Física, Cuiabá, 2018.
url http://ri.ufmt.br/handle/1/2725
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Física (IF)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Ensino de Ciências Naturais
publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Física (IF)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Ensino de Ciências Naturais
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFMT
instname:Universidade Federal de Mato Grosso (UFMT)
instacron:UFMT
instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Repositório Institucional da UFMT
collection Repositório Institucional da UFMT
repository.name.fl_str_mv Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv jordanbiblio@gmail.com
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