Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/14349 |
Resumo: | The research concerns of this study were centralized on the teaching-learning process for a quality scientific education. For this bias, it is considered that science teaching practices cannot dissociate scientific knowledge from the historical context in which it is produced. The intention of this study was to investigate Critical Thinking capacities that can be mobilized through the Contextual Approach of historical episodes for teaching Electrochemistry. Therefore, while the bias assumed in this research, the Contextual Approach (CA) is a trend that considers the process of developing scientific knowledge through the historical perspective to discuss the scientific content presented in the classroom. This study considered the production and validation of a Teaching-Learning Sequence (TLS) oriented to the development of Critical Thinking (CT) in science teaching. Critical Thinking is related to the development of cognitive capacities focused on deciding what to believe and what to do to solve a certain problem. As it demands an investigation in the process of production and validation of the didactic intervention seeking to unveil its meanings, this research is characterized by being of a qualitative nature, was a structure and developed through Design Research, as it allowed the projection in cyclical steps to answer the question of research “How can the Contextual Approach, for the teaching of Electrochemistry, mobilize Critical Thinking capacities in Basic Education students?”. This research presents an instrument of explicit correlations between references of the History of Science (HS) and Critical Thinking considering the knowledge bias for decision making, from which the didactic material was designed and validated in the dimensions of HS and PC with specialists in science education and with the Basic Education Teacher. Content Analysis was the technique used to interpret validation data to obtain information about the quality of projections. The results obtained in the validation with the specialists of Science teaching evidenced the potential of the didactic material for the mobilization of capacities such as Focusing on a question, Asking and answering questions of clarification and challenge, Analyzing arguments, Making and evaluating value judgments and Interacting with the others. In the validation of the didactic material with the Basic Education Teacher, the results converged to consider the effectiveness of the projections reflecting a possible application in the selected school reality. Therefore, with this research it was possible to develop and validate prototypes of an educational intervention as a counterpoint to the design of teaching practices that consider the scientific contents addressed in the classroom as dissociated from the historical context in which they are developed. |
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Cardoso, Sigouveny CruzSilva, Erivanildo Lopes da2021-06-18T01:09:43Z2021-06-18T01:09:43Z2021-02-26CARDOSO, Sigouveny Cruz. Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica. 2021. 183 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021.https://ri.ufs.br/jspui/handle/riufs/14349The research concerns of this study were centralized on the teaching-learning process for a quality scientific education. For this bias, it is considered that science teaching practices cannot dissociate scientific knowledge from the historical context in which it is produced. The intention of this study was to investigate Critical Thinking capacities that can be mobilized through the Contextual Approach of historical episodes for teaching Electrochemistry. Therefore, while the bias assumed in this research, the Contextual Approach (CA) is a trend that considers the process of developing scientific knowledge through the historical perspective to discuss the scientific content presented in the classroom. This study considered the production and validation of a Teaching-Learning Sequence (TLS) oriented to the development of Critical Thinking (CT) in science teaching. Critical Thinking is related to the development of cognitive capacities focused on deciding what to believe and what to do to solve a certain problem. As it demands an investigation in the process of production and validation of the didactic intervention seeking to unveil its meanings, this research is characterized by being of a qualitative nature, was a structure and developed through Design Research, as it allowed the projection in cyclical steps to answer the question of research “How can the Contextual Approach, for the teaching of Electrochemistry, mobilize Critical Thinking capacities in Basic Education students?”. This research presents an instrument of explicit correlations between references of the History of Science (HS) and Critical Thinking considering the knowledge bias for decision making, from which the didactic material was designed and validated in the dimensions of HS and PC with specialists in science education and with the Basic Education Teacher. Content Analysis was the technique used to interpret validation data to obtain information about the quality of projections. The results obtained in the validation with the specialists of Science teaching evidenced the potential of the didactic material for the mobilization of capacities such as Focusing on a question, Asking and answering questions of clarification and challenge, Analyzing arguments, Making and evaluating value judgments and Interacting with the others. In the validation of the didactic material with the Basic Education Teacher, the results converged to consider the effectiveness of the projections reflecting a possible application in the selected school reality. Therefore, with this research it was possible to develop and validate prototypes of an educational intervention as a counterpoint to the design of teaching practices that consider the scientific contents addressed in the classroom as dissociated from the historical context in which they are developed.Nesta pesquisa, as preocupações de investigação centralizaram-se no processo de ensinoaprendizagem, para uma educação científica de qualidade. Por esse viés considera-se que, as práticas de ensino de Ciências não podem dissociar o conhecimento científico do contexto histórico em que é produzido. O objetivo deste estudo foi investigar capacidades de Pensamento Crítico que podem ser mobilizadas mediante a Abordagem Contextual de episódios históricos para o ensino de Eletroquímica. Por isso, enquanto viés assumido nesta pesquisa, a Abordagem Contextual (AC) é uma tendência que considera o processo de desenvolvimento do conhecimento científico, por meio da perspectiva histórica, para discutir os conteúdos científicos apresentados em sala de aula. Este estudo considerou a produção e validação de uma Sequência de Ensino-Aprendizagem (SEA) nessa perspectiva e orientada para o desenvolvimento do Pensamento Crítico (PC) no ensino de Ciências. O Pensamento Crítico está relacionado ao desenvolvimento de habilidades cognitivas focadas no decidir em que acreditar e o que fazer para a resolução de um determinado problema. Por demandar uma investigação no processo de produção e validação da intervenção didática buscando desvelar seus significados, esta pesquisa, que se caracteriza por ser de cunho qualitativo, foi estruturada e desenvolvida por meio do Design Research, pois possibilitou a projeção em etapas cíclicas para responder a questão de pesquisa: como a Abordagem Contextual, para o ensino de Eletroquímica, pode mobilizar capacidades de Pensamento Crítico em estudantes da Educação Básica? Nesta pesquisa apresenta-se um instrumento das correlações explícitas entre os referenciais da História da Ciência (HC) e do Pensamento Crítico considerando o viés do conhecimento para a tomada de decisão, a partir do qual, o material didático foi projetado e validado nas dimensões de HC e PC com especialistas do ensino de Ciências e com a Professora da Educação Básica. A Análise de Conteúdo foi a técnica utilizada na interpretação dos dados das validações, para a obtenção de informações sobre a qualidade das projeções. Os resultados obtidos na validação com os especialistas do ensino de Ciências evidenciaram o potencial do material didático para a mobilização de capacidades como Focar uma questão, Fazer e responder a questões de clarificação e desafio, Analisar argumentos, Fazer e avaliar juízos de valor e Interatuar com os outros. Na validação do material didático com a Professora da Educação Básica, os resultados convergiram para considerar a eficácia das projeções refletindo uma possível aplicação na realidade escolar selecionada. Portanto, com esta pesquisa foi possível desenvolver e validar protótipos de uma intervenção educacional, como um contraposto à concepção de práticas de ensino que consideram os conteúdos científicos abordados em sala de aula dissociados do contexto histórico em que se desenvolvem.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão Cristóvão, SEporEnsino de ciênciasHistória da ciênciaPensamento críticoAbordagem contextualDesign researchSequência de ensino-aprendizagemContextual approachHistory of scienceCritical thinkingTeaching-learning sequenceCIENCIAS HUMANAS::EDUCACAOCapacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALSIGOUVENY_CRUZ_CARDOSO.pdfSIGOUVENY_CRUZ_CARDOSO.pdfapplication/pdf3080836https://ri.ufs.br/jspui/bitstream/riufs/14349/2/SIGOUVENY_CRUZ_CARDOSO.pdfcbc19f550362a4a9d02c423240ceacbaMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/14349/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTSIGOUVENY_CRUZ_CARDOSO.pdf.txtSIGOUVENY_CRUZ_CARDOSO.pdf.txtExtracted texttext/plain387441https://ri.ufs.br/jspui/bitstream/riufs/14349/3/SIGOUVENY_CRUZ_CARDOSO.pdf.txtca227b434bb2ff4a476ff289064c5581MD53THUMBNAILSIGOUVENY_CRUZ_CARDOSO.pdf.jpgSIGOUVENY_CRUZ_CARDOSO.pdf.jpgGenerated Thumbnailimage/jpeg1218https://ri.ufs.br/jspui/bitstream/riufs/14349/4/SIGOUVENY_CRUZ_CARDOSO.pdf.jpg17d46d007e6235996642d6f406f7c825MD54riufs/143492021-06-17 22:09:43.404oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2021-06-18T01:09:43Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica |
title |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica |
spellingShingle |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica Cardoso, Sigouveny Cruz Ensino de ciências História da ciência Pensamento crítico Abordagem contextual Design research Sequência de ensino-aprendizagem Contextual approach History of science Critical thinking Teaching-learning sequence CIENCIAS HUMANAS::EDUCACAO |
title_short |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica |
title_full |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica |
title_fullStr |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica |
title_full_unstemmed |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica |
title_sort |
Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica |
author |
Cardoso, Sigouveny Cruz |
author_facet |
Cardoso, Sigouveny Cruz |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cardoso, Sigouveny Cruz |
dc.contributor.advisor1.fl_str_mv |
Silva, Erivanildo Lopes da |
contributor_str_mv |
Silva, Erivanildo Lopes da |
dc.subject.por.fl_str_mv |
Ensino de ciências História da ciência Pensamento crítico Abordagem contextual |
topic |
Ensino de ciências História da ciência Pensamento crítico Abordagem contextual Design research Sequência de ensino-aprendizagem Contextual approach History of science Critical thinking Teaching-learning sequence CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Design research Sequência de ensino-aprendizagem Contextual approach History of science Critical thinking Teaching-learning sequence |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The research concerns of this study were centralized on the teaching-learning process for a quality scientific education. For this bias, it is considered that science teaching practices cannot dissociate scientific knowledge from the historical context in which it is produced. The intention of this study was to investigate Critical Thinking capacities that can be mobilized through the Contextual Approach of historical episodes for teaching Electrochemistry. Therefore, while the bias assumed in this research, the Contextual Approach (CA) is a trend that considers the process of developing scientific knowledge through the historical perspective to discuss the scientific content presented in the classroom. This study considered the production and validation of a Teaching-Learning Sequence (TLS) oriented to the development of Critical Thinking (CT) in science teaching. Critical Thinking is related to the development of cognitive capacities focused on deciding what to believe and what to do to solve a certain problem. As it demands an investigation in the process of production and validation of the didactic intervention seeking to unveil its meanings, this research is characterized by being of a qualitative nature, was a structure and developed through Design Research, as it allowed the projection in cyclical steps to answer the question of research “How can the Contextual Approach, for the teaching of Electrochemistry, mobilize Critical Thinking capacities in Basic Education students?”. This research presents an instrument of explicit correlations between references of the History of Science (HS) and Critical Thinking considering the knowledge bias for decision making, from which the didactic material was designed and validated in the dimensions of HS and PC with specialists in science education and with the Basic Education Teacher. Content Analysis was the technique used to interpret validation data to obtain information about the quality of projections. The results obtained in the validation with the specialists of Science teaching evidenced the potential of the didactic material for the mobilization of capacities such as Focusing on a question, Asking and answering questions of clarification and challenge, Analyzing arguments, Making and evaluating value judgments and Interacting with the others. In the validation of the didactic material with the Basic Education Teacher, the results converged to consider the effectiveness of the projections reflecting a possible application in the selected school reality. Therefore, with this research it was possible to develop and validate prototypes of an educational intervention as a counterpoint to the design of teaching practices that consider the scientific contents addressed in the classroom as dissociated from the historical context in which they are developed. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-06-18T01:09:43Z |
dc.date.available.fl_str_mv |
2021-06-18T01:09:43Z |
dc.date.issued.fl_str_mv |
2021-02-26 |
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 |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CARDOSO, Sigouveny Cruz. Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica. 2021. 183 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/14349 |
identifier_str_mv |
CARDOSO, Sigouveny Cruz. Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica. 2021. 183 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
url |
https://ri.ufs.br/jspui/handle/riufs/14349 |
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Pós-Graduação em Ensino de Ciências e Matemática |
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Universidade Federal de Sergipe |
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