Aprendizagem conceitual nas séries iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educar em Revista |
Texto Completo: | https://revistas.ufpr.br/educar/article/view/7621 |
Resumo: | Teaching and learning are analyzed for evidence within the context of the relationship between development of students‘ thoughts and the manner knowledge is organized and taught in the classroom. Analyses are based on discourse of Historical and Cultural Theory authors about day-to-day and scientific concepts and on the relationship between thought and language. Empirical data were obtained during the project‘s execution with students ofthe fourth grade of the public primary school in the municipality of Maringá, Brazil. The project included themes on food production and conservation, industrialization and technology. Conceptual learning was undertaken during the execution of the project based on the assumption that teacher‘s mediation must exist so that previous knowledge could be transformed into scientific one. In the teaching episodes analyzed in current research, the movement ofstudents‘ thoughts, triggered by the situation-problems that helped them in their trajectory between spontaneous and scientific concepts, has been perceived. |
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Aprendizagem conceitual nas séries iniciais do ensino fundamentalConceptual learning in the first grades of Primary Schoolensino; aprendizagem; aprendizagem conceitual; ensino fundamental; teaching; learning; conceptual learning; primary teachingTeaching and learning are analyzed for evidence within the context of the relationship between development of students‘ thoughts and the manner knowledge is organized and taught in the classroom. Analyses are based on discourse of Historical and Cultural Theory authors about day-to-day and scientific concepts and on the relationship between thought and language. Empirical data were obtained during the project‘s execution with students ofthe fourth grade of the public primary school in the municipality of Maringá, Brazil. The project included themes on food production and conservation, industrialization and technology. Conceptual learning was undertaken during the execution of the project based on the assumption that teacher‘s mediation must exist so that previous knowledge could be transformed into scientific one. In the teaching episodes analyzed in current research, the movement ofstudents‘ thoughts, triggered by the situation-problems that helped them in their trajectory between spontaneous and scientific concepts, has been perceived.Neste trabalho são analisadas situações de ensino e aprendizagem em busca de evidências da relação entre o desenvolvimento do pensamento dos estudantes e a forma pela qual o conhecimento é organizado e ensinado na escola. As análises estão fundamentadas em discussões de autores da Teoria Histórico- Cultural acerca dos conceitos cotidianos e científicos, bem como sobre a relação entre pensamento e linguagem. Os dados empíricos foram obtidos durante a realização de um projeto com alunos da quarta série do ensinofundamental de uma escola pública do município de Maringá, no qual foi desenvolvido o tema alimentos, no que se refere à produção e conservação, envolvendo também aspectos da industrialização e da tecnologia. No decorrer do projeto, perseguimos a aprendizagem conceitual, tendo como fundamentoque a mediação docente deve concorrer para que os conhecimentos prévios sejam transformados em científicos. Nos episódios de ensino analisados neste trabalho, observamos o movimento do pensamento dos estudantes, desencadeado por situações-problema que lhes permitiram transitar entre o conceito espontâneo e o científico.UFPR2006-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/7621Educar em Revista; v. 22, n. 28 (2006); p. 217-229Educar em Revista; v. 22, n. 28 (2006); p. 217-229Educar em Revista; v. 22, n. 28 (2006); p. 217-2291984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/7621/5434https://revistas.ufpr.br/educar/article/view/7621/31458Sforni, Marta Sueli de FariaGaluch, Maria Terezinha Bellandainfo:eu-repo/semantics/openAccess2017-06-29T00:10:09Zoai:revistas.ufpr.br:article/7621Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-29T00:10:09Educar em Revista - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
Aprendizagem conceitual nas séries iniciais do ensino fundamental Conceptual learning in the first grades of Primary School |
title |
Aprendizagem conceitual nas séries iniciais do ensino fundamental |
spellingShingle |
Aprendizagem conceitual nas séries iniciais do ensino fundamental Sforni, Marta Sueli de Faria ensino; aprendizagem; aprendizagem conceitual; ensino fundamental; teaching; learning; conceptual learning; primary teaching |
title_short |
Aprendizagem conceitual nas séries iniciais do ensino fundamental |
title_full |
Aprendizagem conceitual nas séries iniciais do ensino fundamental |
title_fullStr |
Aprendizagem conceitual nas séries iniciais do ensino fundamental |
title_full_unstemmed |
Aprendizagem conceitual nas séries iniciais do ensino fundamental |
title_sort |
Aprendizagem conceitual nas séries iniciais do ensino fundamental |
author |
Sforni, Marta Sueli de Faria |
author_facet |
Sforni, Marta Sueli de Faria Galuch, Maria Terezinha Bellanda |
author_role |
author |
author2 |
Galuch, Maria Terezinha Bellanda |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sforni, Marta Sueli de Faria Galuch, Maria Terezinha Bellanda |
dc.subject.por.fl_str_mv |
ensino; aprendizagem; aprendizagem conceitual; ensino fundamental; teaching; learning; conceptual learning; primary teaching |
topic |
ensino; aprendizagem; aprendizagem conceitual; ensino fundamental; teaching; learning; conceptual learning; primary teaching |
description |
Teaching and learning are analyzed for evidence within the context of the relationship between development of students‘ thoughts and the manner knowledge is organized and taught in the classroom. Analyses are based on discourse of Historical and Cultural Theory authors about day-to-day and scientific concepts and on the relationship between thought and language. Empirical data were obtained during the project‘s execution with students ofthe fourth grade of the public primary school in the municipality of Maringá, Brazil. The project included themes on food production and conservation, industrialization and technology. Conceptual learning was undertaken during the execution of the project based on the assumption that teacher‘s mediation must exist so that previous knowledge could be transformed into scientific one. In the teaching episodes analyzed in current research, the movement ofstudents‘ thoughts, triggered by the situation-problems that helped them in their trajectory between spontaneous and scientific concepts, has been perceived. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-12-31 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/7621 |
url |
https://revistas.ufpr.br/educar/article/view/7621 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/7621/5434 https://revistas.ufpr.br/educar/article/view/7621/31458 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFPR |
publisher.none.fl_str_mv |
UFPR |
dc.source.none.fl_str_mv |
Educar em Revista; v. 22, n. 28 (2006); p. 217-229 Educar em Revista; v. 22, n. 28 (2006); p. 217-229 Educar em Revista; v. 22, n. 28 (2006); p. 217-229 1984-0411 0104-4060 reponame:Educar em Revista instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Educar em Revista |
collection |
Educar em Revista |
repository.name.fl_str_mv |
Educar em Revista - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
educar.ufpr2016@gmail.com||educar@ufpr.br |
_version_ |
1799711893546336257 |