A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1143 |
Resumo: | This study is about the usage of Design Based Research for the analysis of cycles that are composed of four phases adapted from the propositions by Reeves (2000), initiating in the identification of a problem situation, followed by the proposition of a solution through the organization of a potentially meaningful teaching material (artifact) for the basic education, the intervention being the use of the artifact in real context up to an analysis in retrospective, followed by the investigation of meaningful learning evidences by the students in order to create principles of design in the end. Aiming to do so, we will use applied nanoscience interdisciplinarity in the areas of nature sciences and mathematics. In an attempt to understand how the researches that involve nanosciences, Design Based Research and the Meaningful Learning theory by Ausubel are being approached in the specialized literature, we have carried out a bibliographic review that encompassed the last fifteen years. Throughout the thesis, we highlight the main aspects of nanoscience within the educational context and will expose in detail the phases of the Design Based Research. Secondly, we describe the main characteristics of the Ausubel theory when it comes to Meaningful Learning. Later, we investigate how this learning theory validates the present study. By means of this intersection, artifacts that approach physics, chemistry and biology contents were built through nanoscience and an adaptation of the three pedagogical moments proposed by Delizoicov and Angotti (1990) was employed in its structure. We have also investigated the efficacy of these teaching strategies through interventions and different methods of evaluation which the students were submitted to. Such analysis and activities are new in the academic literature and were composed of two cycles. Each one was developed with the participation of three collaborating teachers and groups of fifteen students regularly enrolled in high school at the Military School of Santa Maria – RS. After the analysis of all the phases of this interventionist methodology, the result was that nanoscience may contribute to the socialization of scientific and technological knowledge in the basic school, also being able to be included in different areas of knowledge, due to its interdisciplinarity. Besides, Design Based Research played its role in terms of the creation of artifacts and the validation of its pedagogical function, through the redesign carried out by the researchers involved in the process. Finally, we concluded that the Meaningful Learning theory by Ausubel and the Design Based Research can be reconciled, converging to a focal point: the meaning of a new concept in the cognitive structure of the individual being observed. |
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Fagan, Solange BinottoPigatto, Aline Grohe SchirmerOliveira , Gilberto Orengo deSantarosa, Maria Cecília PereiraJauris , Carolina Ferreira de MatosGranada, Mateus de Almeida2023-02-24T16:09:36Z2022-12-21Granada, Mateus de Almeida. A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL. 2022. 222f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS.http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1143This study is about the usage of Design Based Research for the analysis of cycles that are composed of four phases adapted from the propositions by Reeves (2000), initiating in the identification of a problem situation, followed by the proposition of a solution through the organization of a potentially meaningful teaching material (artifact) for the basic education, the intervention being the use of the artifact in real context up to an analysis in retrospective, followed by the investigation of meaningful learning evidences by the students in order to create principles of design in the end. Aiming to do so, we will use applied nanoscience interdisciplinarity in the areas of nature sciences and mathematics. In an attempt to understand how the researches that involve nanosciences, Design Based Research and the Meaningful Learning theory by Ausubel are being approached in the specialized literature, we have carried out a bibliographic review that encompassed the last fifteen years. Throughout the thesis, we highlight the main aspects of nanoscience within the educational context and will expose in detail the phases of the Design Based Research. Secondly, we describe the main characteristics of the Ausubel theory when it comes to Meaningful Learning. Later, we investigate how this learning theory validates the present study. By means of this intersection, artifacts that approach physics, chemistry and biology contents were built through nanoscience and an adaptation of the three pedagogical moments proposed by Delizoicov and Angotti (1990) was employed in its structure. We have also investigated the efficacy of these teaching strategies through interventions and different methods of evaluation which the students were submitted to. Such analysis and activities are new in the academic literature and were composed of two cycles. Each one was developed with the participation of three collaborating teachers and groups of fifteen students regularly enrolled in high school at the Military School of Santa Maria – RS. After the analysis of all the phases of this interventionist methodology, the result was that nanoscience may contribute to the socialization of scientific and technological knowledge in the basic school, also being able to be included in different areas of knowledge, due to its interdisciplinarity. Besides, Design Based Research played its role in terms of the creation of artifacts and the validation of its pedagogical function, through the redesign carried out by the researchers involved in the process. Finally, we concluded that the Meaningful Learning theory by Ausubel and the Design Based Research can be reconciled, converging to a focal point: the meaning of a new concept in the cognitive structure of the individual being observed.O presente trabalho consiste na adoção da Pesquisa Baseada em Design para a análise de ciclos que são constituídos por quatro fases adaptadas das propostas por Reeves (2000), iniciando na identificação de uma situação-problema, seguido da proposta de solução por meio da elaboração de um material de ensino potencialmente significativo (artefato) para o ensino básico, a intervenção como sendo a aplicação do artefato no contexto real até uma análise retrospectiva seguida da investigação de evidências de aprendizagem significativa pelos discentes, para que por fim, sejam validados ou modificados os princípios de design. Para tal intento, utilizamos a interdisciplinaridade da nanociência aplicada nas áreas das ciências da natureza e matemática. Visando conhecer como as pesquisas envolvendo nanociência, Pesquisa Baseada em Design e a teoria da aprendizagem significativa de Ausubel, estão sendo abordadas na literatura especializada, realizamos uma revisão bibliográfica que abarcou o período dos últimos quinze anos. No decorrer da Tese, destacamos os principais aspectos da nanociência dentro do contexto educacional e detalharemos as etapas da Pesquisa Baseada em Design. Em um segundo momento, descrevemos as principais características da teoria de Ausubel, no que se refere a aprendizagem significativa. Posteriormente investigamos de que forma essa teoria de aprendizagem vai ao encontro dessa pesquisa de ensino. Com esta intersecção, foram construídos artefatos que abordam conteúdos de física, química, biologia e matemática por meio da nanociência e que empregaram uma adaptação dos três momentos pedagógicos propostos por Delizoicov e Angotti (1990) em sua estruturação. Sondamos ainda a eficiência dessas estratégias de ensino, por meio de intervenções e diferentes métodos de avaliação aos quais os estudantes foram submetidos. Tais análises e atividades são inéditas na literatura acadêmica e foram compostas por dois ciclos. Cada ciclo foi desenvolvido com a participação de três professores colaboradores e grupos de quinze alunos que cursavam regularmente o ensino médio no Colégio Militar de Santa Maria - RS. O resultado por meio da análise de todas as etapas dessa metodologia intervencionista foi que a nanociência pode contribuir para a socialização do conhecimento científico e tecnológico na escola básica, podendo ser inserida, devido a sua interdisciplinaridade, em diferentes áreas do conhecimento. Além disso, a Pesquisa Baseada em Design cumpriu seu papel quanto a elaboração de artefatos e a validação de sua função pedagógica, por meio do redesign realizado pelos pesquisadores envolvidos no processo. Por fim, concluímos que a teoria de aprendizagem significativa de Ausubel e a Pesquisa Baseada em Design podem ser conciliadas, convergindo para um mesmo ponto central: a significação de um novo conceito na estrutura cognitiva do indivíduo a ser observado.Submitted by Clarice Rosa Machado (clarice.machado@ufn.edu.br) on 2023-02-24T16:09:36Z No. of bitstreams: 2 Tese_MateusdeAlmeidaGranada_TEDE.pdf: 8812348 bytes, checksum: c79938df5abb0c5232e9c5f5f3c6982a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-02-24T16:09:36Z (GMT). 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dc.title.por.fl_str_mv |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL |
title |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL |
spellingShingle |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL Granada, Mateus de Almeida Artefato, metodologia intervencionista, sequência didática. Artifact, didactic sequence, interventionist methodology. Ensino de Ciências e Matemática |
title_short |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL |
title_full |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL |
title_fullStr |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL |
title_full_unstemmed |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL |
title_sort |
A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL |
author |
Granada, Mateus de Almeida |
author_facet |
Granada, Mateus de Almeida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fagan, Solange Binotto |
dc.contributor.referee1.fl_str_mv |
Pigatto, Aline Grohe Schirmer |
dc.contributor.referee2.fl_str_mv |
Oliveira , Gilberto Orengo de |
dc.contributor.referee3.fl_str_mv |
Santarosa, Maria Cecília Pereira |
dc.contributor.referee4.fl_str_mv |
Jauris , Carolina Ferreira de Matos |
dc.contributor.author.fl_str_mv |
Granada, Mateus de Almeida |
contributor_str_mv |
Fagan, Solange Binotto Pigatto, Aline Grohe Schirmer Oliveira , Gilberto Orengo de Santarosa, Maria Cecília Pereira Jauris , Carolina Ferreira de Matos |
dc.subject.por.fl_str_mv |
Artefato, metodologia intervencionista, sequência didática. |
topic |
Artefato, metodologia intervencionista, sequência didática. Artifact, didactic sequence, interventionist methodology. Ensino de Ciências e Matemática |
dc.subject.eng.fl_str_mv |
Artifact, didactic sequence, interventionist methodology. |
dc.subject.cnpq.fl_str_mv |
Ensino de Ciências e Matemática |
description |
This study is about the usage of Design Based Research for the analysis of cycles that are composed of four phases adapted from the propositions by Reeves (2000), initiating in the identification of a problem situation, followed by the proposition of a solution through the organization of a potentially meaningful teaching material (artifact) for the basic education, the intervention being the use of the artifact in real context up to an analysis in retrospective, followed by the investigation of meaningful learning evidences by the students in order to create principles of design in the end. Aiming to do so, we will use applied nanoscience interdisciplinarity in the areas of nature sciences and mathematics. In an attempt to understand how the researches that involve nanosciences, Design Based Research and the Meaningful Learning theory by Ausubel are being approached in the specialized literature, we have carried out a bibliographic review that encompassed the last fifteen years. Throughout the thesis, we highlight the main aspects of nanoscience within the educational context and will expose in detail the phases of the Design Based Research. Secondly, we describe the main characteristics of the Ausubel theory when it comes to Meaningful Learning. Later, we investigate how this learning theory validates the present study. By means of this intersection, artifacts that approach physics, chemistry and biology contents were built through nanoscience and an adaptation of the three pedagogical moments proposed by Delizoicov and Angotti (1990) was employed in its structure. We have also investigated the efficacy of these teaching strategies through interventions and different methods of evaluation which the students were submitted to. Such analysis and activities are new in the academic literature and were composed of two cycles. Each one was developed with the participation of three collaborating teachers and groups of fifteen students regularly enrolled in high school at the Military School of Santa Maria – RS. After the analysis of all the phases of this interventionist methodology, the result was that nanoscience may contribute to the socialization of scientific and technological knowledge in the basic school, also being able to be included in different areas of knowledge, due to its interdisciplinarity. Besides, Design Based Research played its role in terms of the creation of artifacts and the validation of its pedagogical function, through the redesign carried out by the researchers involved in the process. Finally, we concluded that the Meaningful Learning theory by Ausubel and the Design Based Research can be reconciled, converging to a focal point: the meaning of a new concept in the cognitive structure of the individual being observed. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-21 |
dc.date.accessioned.fl_str_mv |
2023-02-24T16:09:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Granada, Mateus de Almeida. A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL. 2022. 222f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS. |
dc.identifier.uri.fl_str_mv |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1143 |
identifier_str_mv |
Granada, Mateus de Almeida. A INTERDISCIPLINARIDADE DA NANOCIÊNCIA POR MEIO DA INTERSECÇÃO DA PESQUISA BASEADA EM DESIGN COM A APRENDIZAGEM SIGNIFICATIVA DE AUSUBEL. 2022. 222f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS. |
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http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1143 |
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Universidade Franciscana |
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Programa de Pós-Graduação em Ensino de Ciências e Matemática |
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UFN |
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Brasil |
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Ensino de Ciências e Matemática |
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Universidade Franciscana |
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