A educação em solos no contexto dos anos finais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/15853 |
Resumo: | The over-exploitation of natural resources has directly impacted the expansion of environmental degradation processes. Among the resources affected by destructive processes is the soil in which the degradation of this resource reaches percentages considered to be worrying. In this regard, and given the importance of soil for the maintenance of life, it is necessary to significantly develop teaching about it at school. The objective of this work is to analyze the approach to the subject of soils and the contribution of the use of active methodologies in the teaching and learning process of this subject in the Science and Geography curriculum in the final years of elementary school. To this end, a didactic sequence was developed in the 6th year of elementary school on Pedology contents using the principles of Education in Soils, with the use of an active methodology, inverted classroom and based on the constructivist method. The main results, are that the didatic book, despite being the main basis for disseminating contents, by itself is not effective in the teaching and learning process on the referred topic. The field activity is constituted as a rich supplier of data and materials for use in the classroom. The interview with educators of the Science and Geography curricular components pointed to a traditional approach to teaching mainly based on the use of soils for agriculture. Through the application of a questionnaire, it was found that the knowledge of students about soils is minimal and linked to its use for planting, implying the need for practices that lead to deeper learning. The inversion of the classroom presented positive results regarding the participation of students during the synchronous moment, perceived through questions, curiosities, discussions and engagement, thus it is expected to have expanded knowledge about the topic, thus contributing to the dissemination and awareness of the sustainable use of this resource. |
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Almeida, Angélica Oliveira deSantos, Cristiano Aprígio dos2022-06-03T20:55:30Z2022-06-03T20:55:30Z2022-01-20ALMEIDA, Angélica Oliveira de. A educação em solos no contexto dos anos finais do ensino fundamental. 2022. Dissertação (Mestrado em Ciências Naturais) - Universidade Federal de Sergipe, Itabaiana, 2022.http://ri.ufs.br/jspui/handle/riufs/15853The over-exploitation of natural resources has directly impacted the expansion of environmental degradation processes. Among the resources affected by destructive processes is the soil in which the degradation of this resource reaches percentages considered to be worrying. In this regard, and given the importance of soil for the maintenance of life, it is necessary to significantly develop teaching about it at school. The objective of this work is to analyze the approach to the subject of soils and the contribution of the use of active methodologies in the teaching and learning process of this subject in the Science and Geography curriculum in the final years of elementary school. To this end, a didactic sequence was developed in the 6th year of elementary school on Pedology contents using the principles of Education in Soils, with the use of an active methodology, inverted classroom and based on the constructivist method. The main results, are that the didatic book, despite being the main basis for disseminating contents, by itself is not effective in the teaching and learning process on the referred topic. The field activity is constituted as a rich supplier of data and materials for use in the classroom. The interview with educators of the Science and Geography curricular components pointed to a traditional approach to teaching mainly based on the use of soils for agriculture. Through the application of a questionnaire, it was found that the knowledge of students about soils is minimal and linked to its use for planting, implying the need for practices that lead to deeper learning. The inversion of the classroom presented positive results regarding the participation of students during the synchronous moment, perceived through questions, curiosities, discussions and engagement, thus it is expected to have expanded knowledge about the topic, thus contributing to the dissemination and awareness of the sustainable use of this resource.A sobre-explotação dos recursos naturais tem impactado diretamente na expansão dos processos de degradação ambiental. Dentre os recursos atingidos pelos processos destrutivos está o solo cuja degradação atinge percentuais considerados preocupantes. Nesse sentido, e diante da importância do solo para manutenção da vida, é necessário desenvolver de forma significativa o ensino sobre ele na escola. Objetiva-se com este trabalho analisar a abordagem sobre o tema solos e a contribuição do uso de metodologias ativas no processo de ensino e aprendizagem desse tema no currículo de Ciências e Geografia nos anos finais do Ensino Fundamental. Para isso, foi desenvolvida uma sequência didática no 6° ano do Ensino Fundamental sobre conteúdos da Pedologia utilizando-se de princípios da Educação em Solos, com o uso de uma metodologia ativa, sala de aula invertida e embasado no método construtivista. Como principais resultados, tem-se que o livro didático, apesar de ser a principal base de disseminação de conteúdos, por si próprio não se constitui como eficaz no processo de ensino e aprendizagem sobre o referido tema. A atividade de campo se constituiu como rica fornecedora de dados e materiais para uso em sala de aula. A entrevista com os educadores dos componentes curriculares de Ciências e Geografia apontou para uma abordagem tradicional de ensino majoritariamente baseado no uso dos solos para agricultura. Através da aplicação de questionário, constatou-se que os conhecimentos dos educandos sobre solos são mínimos e ligados ao uso deste para plantação, implicando necessidade de práticas que levem a um aprendizado mais profundo. A inversão da sala de aula apresentou resultados positivos quanto à participação dos educandos durante o momento síncrono, percebido através das perguntas, curiosidades, discussões e engajamento, dessa forma, espera-se ter ampliado o conhecimento sobre o tema, contribuindo assim na disseminação e sensibilização quanto ao uso sustentável desse recurso.ItabaianaporCiênciaSolo -- UsoEnsino fundamentalSolosSala de aula invertidaEnsinoAprendizagemSoilsFlipped classroomTeachingLearningA educação em solos no contexto dos anos finais do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ciências NaturaisUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15853/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALANGÉLICA_OLIVEIRA_DE_ALMEIDA.pdfANGÉLICA_OLIVEIRA_DE_ALMEIDA.pdfapplication/pdf6534599https://ri.ufs.br/jspui/bitstream/riufs/15853/2/ANG%c3%89LICA_OLIVEIRA_DE_ALMEIDA.pdfb98578381b649319c41dfff37096eea4MD52TEXTANGÉLICA_OLIVEIRA_DE_ALMEIDA.pdf.txtANGÉLICA_OLIVEIRA_DE_ALMEIDA.pdf.txtExtracted texttext/plain232612https://ri.ufs.br/jspui/bitstream/riufs/15853/3/ANG%c3%89LICA_OLIVEIRA_DE_ALMEIDA.pdf.txt5877280647725f3abd4573ed21975d6eMD53THUMBNAILANGÉLICA_OLIVEIRA_DE_ALMEIDA.pdf.jpgANGÉLICA_OLIVEIRA_DE_ALMEIDA.pdf.jpgGenerated Thumbnailimage/jpeg1298https://ri.ufs.br/jspui/bitstream/riufs/15853/4/ANG%c3%89LICA_OLIVEIRA_DE_ALMEIDA.pdf.jpg8fd7b90608f28bb728f53a7569138d5fMD54riufs/158532022-06-03 17:55:38.523oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-06-03T20:55:38Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
A educação em solos no contexto dos anos finais do ensino fundamental |
title |
A educação em solos no contexto dos anos finais do ensino fundamental |
spellingShingle |
A educação em solos no contexto dos anos finais do ensino fundamental Almeida, Angélica Oliveira de Ciência Solo -- Uso Ensino fundamental Solos Sala de aula invertida Ensino Aprendizagem Soils Flipped classroom Teaching Learning |
title_short |
A educação em solos no contexto dos anos finais do ensino fundamental |
title_full |
A educação em solos no contexto dos anos finais do ensino fundamental |
title_fullStr |
A educação em solos no contexto dos anos finais do ensino fundamental |
title_full_unstemmed |
A educação em solos no contexto dos anos finais do ensino fundamental |
title_sort |
A educação em solos no contexto dos anos finais do ensino fundamental |
author |
Almeida, Angélica Oliveira de |
author_facet |
Almeida, Angélica Oliveira de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Almeida, Angélica Oliveira de |
dc.contributor.advisor1.fl_str_mv |
Santos, Cristiano Aprígio dos |
contributor_str_mv |
Santos, Cristiano Aprígio dos |
dc.subject.por.fl_str_mv |
Ciência Solo -- Uso Ensino fundamental Solos Sala de aula invertida Ensino Aprendizagem |
topic |
Ciência Solo -- Uso Ensino fundamental Solos Sala de aula invertida Ensino Aprendizagem Soils Flipped classroom Teaching Learning |
dc.subject.eng.fl_str_mv |
Soils Flipped classroom Teaching Learning |
description |
The over-exploitation of natural resources has directly impacted the expansion of environmental degradation processes. Among the resources affected by destructive processes is the soil in which the degradation of this resource reaches percentages considered to be worrying. In this regard, and given the importance of soil for the maintenance of life, it is necessary to significantly develop teaching about it at school. The objective of this work is to analyze the approach to the subject of soils and the contribution of the use of active methodologies in the teaching and learning process of this subject in the Science and Geography curriculum in the final years of elementary school. To this end, a didactic sequence was developed in the 6th year of elementary school on Pedology contents using the principles of Education in Soils, with the use of an active methodology, inverted classroom and based on the constructivist method. The main results, are that the didatic book, despite being the main basis for disseminating contents, by itself is not effective in the teaching and learning process on the referred topic. The field activity is constituted as a rich supplier of data and materials for use in the classroom. The interview with educators of the Science and Geography curricular components pointed to a traditional approach to teaching mainly based on the use of soils for agriculture. Through the application of a questionnaire, it was found that the knowledge of students about soils is minimal and linked to its use for planting, implying the need for practices that lead to deeper learning. The inversion of the classroom presented positive results regarding the participation of students during the synchronous moment, perceived through questions, curiosities, discussions and engagement, thus it is expected to have expanded knowledge about the topic, thus contributing to the dissemination and awareness of the sustainable use of this resource. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-06-03T20:55:30Z |
dc.date.available.fl_str_mv |
2022-06-03T20:55:30Z |
dc.date.issued.fl_str_mv |
2022-01-20 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALMEIDA, Angélica Oliveira de. A educação em solos no contexto dos anos finais do ensino fundamental. 2022. Dissertação (Mestrado em Ciências Naturais) - Universidade Federal de Sergipe, Itabaiana, 2022. |
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http://ri.ufs.br/jspui/handle/riufs/15853 |
identifier_str_mv |
ALMEIDA, Angélica Oliveira de. A educação em solos no contexto dos anos finais do ensino fundamental. 2022. Dissertação (Mestrado em Ciências Naturais) - Universidade Federal de Sergipe, Itabaiana, 2022. |
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