Atividades investigativas como aporte à argumentação em aulas de ciências
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/16747 |
Resumo: | Investigative teaching has become a central didactic approach in Science Education. It is considered to be fundamental for the promotion of scientific literacy, an objective currently defended, both in official curricular documents and by theorists and researchers in this disciplinary field. Inquiry-based teaching involves activities in which students are encouraged to take an active role in problem solving, developing, in this process, the ability to argue based on evidence, having the opportunity to build knowledge in a dialogic relationship with their peers, before the teacher's mediation, as an epistemic authority. Based on these assumptions, we developed a research that aimed to analyze the arguments produced by students of the 6th year of Elementary School, throughout an investigative teaching sequence (SEI) on anuran amphibians, relating such arguments to the structure of the sequence. This is a qualitative approach research, of an interventional nature, and can be characterized, according to Teixeira and Megid-Neto, as a process and product development research. To meet the proposed objective, the SEI, entitled "Knowing the biodiversity of frogs: differences between toads, frogs and treefrogs", was developed in a public school in Heliópolis-Ba, in four meetings, during classes. of Sciences. Due to the pandemic caused by COVID-19, SEI underwent changes and classes took place through videoconferences, using the virtual platform ZOOM. The data recorded in audio and video were transcribed and, together with the written data, subjected to analysis in the light of the Toulmin Argument Pattern (Toulmin'sArgumentPattern - TAP). Inspired by the Investigative Cycle proposed by Pedaste et al., the SEI was subdivided into stages that demanded student engagement in investigative activities and discursive practices, especially argumentation. The results show that the students' reserve in expressing their points of view during the initial moments of SEI gave way to the presentation of arguments, by most students, in which data and guarantees of inference generated consistent conclusions. The perception about the morphological structures of frogs, related to their habitats, as well as their participation in the ecological balance was evident in the discussions. However, the participation of some students in the activities remained low, which compromised the quality of their arguments. The analysis also reveals that the adequacy of the SEI for its online application guaranteed the space for argumentation, but it seems to have affected the fieldwork of the students individually, in its final part, in view of the low return of the proposed activity. Thus, the results of this research also contribute to the reflection on the potential and limitations of investigative teaching sequences developed in remote classes. |
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Alves, Adriele RibeiroSilva, Adjane da Costa Tourinho e2022-11-03T23:14:17Z2022-11-03T23:14:17Z2022-05-31ALVES, Adriele Ribeiro. Atividades investigativas como aporte à argumentação em aulas de ciências. 2022. 119 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022.http://ri.ufs.br/jspui/handle/riufs/16747Investigative teaching has become a central didactic approach in Science Education. It is considered to be fundamental for the promotion of scientific literacy, an objective currently defended, both in official curricular documents and by theorists and researchers in this disciplinary field. Inquiry-based teaching involves activities in which students are encouraged to take an active role in problem solving, developing, in this process, the ability to argue based on evidence, having the opportunity to build knowledge in a dialogic relationship with their peers, before the teacher's mediation, as an epistemic authority. Based on these assumptions, we developed a research that aimed to analyze the arguments produced by students of the 6th year of Elementary School, throughout an investigative teaching sequence (SEI) on anuran amphibians, relating such arguments to the structure of the sequence. This is a qualitative approach research, of an interventional nature, and can be characterized, according to Teixeira and Megid-Neto, as a process and product development research. To meet the proposed objective, the SEI, entitled "Knowing the biodiversity of frogs: differences between toads, frogs and treefrogs", was developed in a public school in Heliópolis-Ba, in four meetings, during classes. of Sciences. Due to the pandemic caused by COVID-19, SEI underwent changes and classes took place through videoconferences, using the virtual platform ZOOM. The data recorded in audio and video were transcribed and, together with the written data, subjected to analysis in the light of the Toulmin Argument Pattern (Toulmin'sArgumentPattern - TAP). Inspired by the Investigative Cycle proposed by Pedaste et al., the SEI was subdivided into stages that demanded student engagement in investigative activities and discursive practices, especially argumentation. The results show that the students' reserve in expressing their points of view during the initial moments of SEI gave way to the presentation of arguments, by most students, in which data and guarantees of inference generated consistent conclusions. The perception about the morphological structures of frogs, related to their habitats, as well as their participation in the ecological balance was evident in the discussions. However, the participation of some students in the activities remained low, which compromised the quality of their arguments. The analysis also reveals that the adequacy of the SEI for its online application guaranteed the space for argumentation, but it seems to have affected the fieldwork of the students individually, in its final part, in view of the low return of the proposed activity. Thus, the results of this research also contribute to the reflection on the potential and limitations of investigative teaching sequences developed in remote classes.O ensino por investigação tem se constituído em uma abordagem didática central na Educação em Ciências. Considera-se que ele é fundamental para a promoção da alfabetização científica, objetivo defendido atualmente, tanto em documentos curriculares oficiais, quanto por teóricos e pesquisadores deste campo disciplinar. O ensino por investigação envolve atividades em que os alunos são instigados a assumirem um papel ativo na resolução de problemas, desenvolvendo, neste processo, a habilidade de argumentar com base em evidências, tendo a oportunidade de construir conhecimentos em uma relação dialógica com seus pares, diante da mediação do docente, enquanto autoridade epistêmica. Partindo desses pressupostos, desenvolvemos uma pesquisa que teve por objetivo analisar os argumentos produzidos por estudantes do 6º ano do Ensino Fundamental, ao longo de uma sequência de ensino investigativa (SEI) sobre anfíbios da ordem anura, relacionando tais argumentos à estrutura da sequência. Trata-se de uma pesquisa de abordagem qualitativa, de natureza interventiva, podendo ser caracterizada, de acordo com Teixeira e Megid-Neto, como uma pesquisa de desenvolvimento de processos e produtos. Para atender ao objetivo proposto, a SEI, intitulada “Conhecendo a biodiversidade de anuros: diferenças entre sapos, rãs e pererecas”, foi desenvolvida em uma escola pública de Heliópolis-Ba, em quatro encontros, durante as aulas de Ciências. Devido à pandemia ocasionada pela COVID-19, a SEI passou por alterações e as aulas ocorreram por meio de videoconferências, utilizando a plataforma virtual ZOOM. Os dados registrados em áudio e vídeo foram transcritos e, junto aos dados escritos, submetidos à análise à luz do Padrão de Argumento de Toulmin (Toulmin’s Argument Pattern - TAP). Elaborada com inspiração no Ciclo Investigativo proposto por Pedaste et al., a SEI subdividiu-se em etapas que demandavam o engajamento dos estudantes em atividades investigativas e, sobretudo, a argumentação. Os resultados evidenciam que a reserva dos estudantes em expressar seus pontos de vista durante os momentos iniciais da SEI cedeu espaço para a apresentação de argumentos, pela maioria dos estudantes, em que dados e garantias de inferência geravam conclusões consistentes. A percepção acerca das estruturas morfológicas dos anuros, relacionadas aos seus habitats, bem como a participação destes no equilíbrio ecológico ficou evidente nas discussões. Todavia, a participação de alguns estudantes nas atividades permaneceu reduzida, o que comprometeu a qualidade de seus argumentos. A análise ainda revela que a adequação da SEI para sua aplicação on-line garantiu o espaço para a argumentação, mas parece ter afetado o trabalho de campo dos estudantes individualmente, em sua parte final, tendo em vista o baixo retorno da atividade proposta. Assim, os resultados desta pesquisa contribuem também para a reflexão acerca das potencialidades e limitações de sequências de ensino investigativas desenvolvidas em aulas remotas.São CristóvãoporCiênciaEnsino de ciênciasEnsino fundamentalEnsino à distânciaArgumentaçãoSequência de ensino investigativaEnsino remotoArgumentationInvestigative teaching sequenceRemote teachingCIENCIAS HUMANAS::EDUCACAOAtividades investigativas como aporte à argumentação em aulas de ciênciasinfo: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/openAccessORIGINALADRIELE_RIBEIRO_ALVES.pdfADRIELE_RIBEIRO_ALVES.pdfapplication/pdf2174952https://ri.ufs.br/jspui/bitstream/riufs/16747/2/ADRIELE_RIBEIRO_ALVES.pdf72ad787817a450edd24191ca5598bdd8MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16747/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTADRIELE_RIBEIRO_ALVES.pdf.txtADRIELE_RIBEIRO_ALVES.pdf.txtExtracted texttext/plain262086https://ri.ufs.br/jspui/bitstream/riufs/16747/3/ADRIELE_RIBEIRO_ALVES.pdf.txt685f50a0aa9daab8563128720d6fdaedMD53THUMBNAILADRIELE_RIBEIRO_ALVES.pdf.jpgADRIELE_RIBEIRO_ALVES.pdf.jpgGenerated Thumbnailimage/jpeg1181https://ri.ufs.br/jspui/bitstream/riufs/16747/4/ADRIELE_RIBEIRO_ALVES.pdf.jpge4b2ad4f4c03211b7216628f2236999fMD54riufs/167472022-11-03 20:14:17.355oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-11-03T23:14:17Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Atividades investigativas como aporte à argumentação em aulas de ciências |
title |
Atividades investigativas como aporte à argumentação em aulas de ciências |
spellingShingle |
Atividades investigativas como aporte à argumentação em aulas de ciências Alves, Adriele Ribeiro Ciência Ensino de ciências Ensino fundamental Ensino à distância Argumentação Sequência de ensino investigativa Ensino remoto Argumentation Investigative teaching sequence Remote teaching CIENCIAS HUMANAS::EDUCACAO |
title_short |
Atividades investigativas como aporte à argumentação em aulas de ciências |
title_full |
Atividades investigativas como aporte à argumentação em aulas de ciências |
title_fullStr |
Atividades investigativas como aporte à argumentação em aulas de ciências |
title_full_unstemmed |
Atividades investigativas como aporte à argumentação em aulas de ciências |
title_sort |
Atividades investigativas como aporte à argumentação em aulas de ciências |
author |
Alves, Adriele Ribeiro |
author_facet |
Alves, Adriele Ribeiro |
author_role |
author |
dc.contributor.author.fl_str_mv |
Alves, Adriele Ribeiro |
dc.contributor.advisor1.fl_str_mv |
Silva, Adjane da Costa Tourinho e |
contributor_str_mv |
Silva, Adjane da Costa Tourinho e |
dc.subject.por.fl_str_mv |
Ciência Ensino de ciências Ensino fundamental Ensino à distância Argumentação Sequência de ensino investigativa Ensino remoto |
topic |
Ciência Ensino de ciências Ensino fundamental Ensino à distância Argumentação Sequência de ensino investigativa Ensino remoto Argumentation Investigative teaching sequence Remote teaching CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Argumentation Investigative teaching sequence Remote teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Investigative teaching has become a central didactic approach in Science Education. It is considered to be fundamental for the promotion of scientific literacy, an objective currently defended, both in official curricular documents and by theorists and researchers in this disciplinary field. Inquiry-based teaching involves activities in which students are encouraged to take an active role in problem solving, developing, in this process, the ability to argue based on evidence, having the opportunity to build knowledge in a dialogic relationship with their peers, before the teacher's mediation, as an epistemic authority. Based on these assumptions, we developed a research that aimed to analyze the arguments produced by students of the 6th year of Elementary School, throughout an investigative teaching sequence (SEI) on anuran amphibians, relating such arguments to the structure of the sequence. This is a qualitative approach research, of an interventional nature, and can be characterized, according to Teixeira and Megid-Neto, as a process and product development research. To meet the proposed objective, the SEI, entitled "Knowing the biodiversity of frogs: differences between toads, frogs and treefrogs", was developed in a public school in Heliópolis-Ba, in four meetings, during classes. of Sciences. Due to the pandemic caused by COVID-19, SEI underwent changes and classes took place through videoconferences, using the virtual platform ZOOM. The data recorded in audio and video were transcribed and, together with the written data, subjected to analysis in the light of the Toulmin Argument Pattern (Toulmin'sArgumentPattern - TAP). Inspired by the Investigative Cycle proposed by Pedaste et al., the SEI was subdivided into stages that demanded student engagement in investigative activities and discursive practices, especially argumentation. The results show that the students' reserve in expressing their points of view during the initial moments of SEI gave way to the presentation of arguments, by most students, in which data and guarantees of inference generated consistent conclusions. The perception about the morphological structures of frogs, related to their habitats, as well as their participation in the ecological balance was evident in the discussions. However, the participation of some students in the activities remained low, which compromised the quality of their arguments. The analysis also reveals that the adequacy of the SEI for its online application guaranteed the space for argumentation, but it seems to have affected the fieldwork of the students individually, in its final part, in view of the low return of the proposed activity. Thus, the results of this research also contribute to the reflection on the potential and limitations of investigative teaching sequences developed in remote classes. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-11-03T23:14:17Z |
dc.date.available.fl_str_mv |
2022-11-03T23:14:17Z |
dc.date.issued.fl_str_mv |
2022-05-31 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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ALVES, Adriele Ribeiro. Atividades investigativas como aporte à argumentação em aulas de ciências. 2022. 119 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
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http://ri.ufs.br/jspui/handle/riufs/16747 |
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ALVES, Adriele Ribeiro. Atividades investigativas como aporte à argumentação em aulas de ciências. 2022. 119 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
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Pós-Graduação em Ensino de Ciências e Matemática |
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Universidade Federal de Sergipe |
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