UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/13514 |
Resumo: | The search for ways to make Biology teaching more efficient, so that it can contribute substantially to the learner's life is not something new, however it is not always an easy task for the teacher. In this sense, this study starts from the following questions: How is Meaninpful Learning developed through the use of a Potentially Meaninpful Teaching Unit (PMTU) in the study of microorganisms in high school? What variables could interfere in this process? To try to achieve these answers, the study had the general objective of: Investigating how the development of Meaninpful Learning occurs through the use of a Potentially Meaninpful Teaching Unit (PMTU), in the study of microorganisms in a high school class; and, as specific objectives: 1) to identify evidence of Meaninpful learning during the development of PMTU; 2) analyze the variables that can interfere in the significant learning process developed during the PMTU ; 3) verify the difficulties identified by the students in this period; 4) to verify the conceptual evolution of the students about the microorganisms studied at PMTU and 5) to identify the profitability of the contents learned by the students after 7 months of the end of the study. The study is based on the Theory of Meaningful Learning (TML) developed by David P. Ausubel, with theoretical contributions from authors such as: Moreira; Moreira and Masini; Krasilchik; Motokane; Ludke and Andre among others. A qualitative case study approach was used, using for the analysis of elements of the Textual Discussion Analysis developed by Moraes and Galiazzi. Questionnaires were analyzed (pre and post-test in addition to a final test), with categories defined both a priori and emerging ones for the construction of the meanings contained in the students' answers. The study was able to show that after the application of PMTU there was a considerable evolution of the studied concepts, in the comparison between the tests, mainly in the characteristics category that went from 58 to 92 the amount of concepts cited by the students, regarding the evidence of the majority of the students expressed having developed at least one of the described categories, about 42.1%, 3 students reached the four categories 7.8%. However, some 15.7% were unable to express evidence of in the analyzed material. Time was considered the main variable capable of interfering in the development of, some difficulties arose on the part of students in meaningful understanding of the content, such as lack of prior knowledge, predisposition to learn, an epistemological obstacle. In conclusion, it was possible to characterize evidence of on the part of some students, demonstrating that the PMTU was effective, because even in the face of the adversities present in the school quotient, identified in the studied context, through the activities developed and applied during the development of the PMTU , the apprentices managed to give greater meaning to the studied content, assigning meanings and explaining that they had progressed, in addition to this conceptual evolution, the AS made it possible for some students to retain the studied content, after 7 months of applying the PMTU. In this way, can be achieved in diverse contexts, subject to daily variables, through the structuring and implementation of teaching methods and instruments based on what the PMTU proposes. |
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Correia, Bruna GomesGuimarães, Carmem Regina Parisotto2020-07-10T17:33:13Z2020-07-10T17:33:13Z2020-02-17CORREIA, Bruna Gomes. UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio. 2020. 112 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2020.http://ri.ufs.br/jspui/handle/riufs/13514The search for ways to make Biology teaching more efficient, so that it can contribute substantially to the learner's life is not something new, however it is not always an easy task for the teacher. In this sense, this study starts from the following questions: How is Meaninpful Learning developed through the use of a Potentially Meaninpful Teaching Unit (PMTU) in the study of microorganisms in high school? What variables could interfere in this process? To try to achieve these answers, the study had the general objective of: Investigating how the development of Meaninpful Learning occurs through the use of a Potentially Meaninpful Teaching Unit (PMTU), in the study of microorganisms in a high school class; and, as specific objectives: 1) to identify evidence of Meaninpful learning during the development of PMTU; 2) analyze the variables that can interfere in the significant learning process developed during the PMTU ; 3) verify the difficulties identified by the students in this period; 4) to verify the conceptual evolution of the students about the microorganisms studied at PMTU and 5) to identify the profitability of the contents learned by the students after 7 months of the end of the study. The study is based on the Theory of Meaningful Learning (TML) developed by David P. Ausubel, with theoretical contributions from authors such as: Moreira; Moreira and Masini; Krasilchik; Motokane; Ludke and Andre among others. A qualitative case study approach was used, using for the analysis of elements of the Textual Discussion Analysis developed by Moraes and Galiazzi. Questionnaires were analyzed (pre and post-test in addition to a final test), with categories defined both a priori and emerging ones for the construction of the meanings contained in the students' answers. The study was able to show that after the application of PMTU there was a considerable evolution of the studied concepts, in the comparison between the tests, mainly in the characteristics category that went from 58 to 92 the amount of concepts cited by the students, regarding the evidence of the majority of the students expressed having developed at least one of the described categories, about 42.1%, 3 students reached the four categories 7.8%. However, some 15.7% were unable to express evidence of in the analyzed material. Time was considered the main variable capable of interfering in the development of, some difficulties arose on the part of students in meaningful understanding of the content, such as lack of prior knowledge, predisposition to learn, an epistemological obstacle. In conclusion, it was possible to characterize evidence of on the part of some students, demonstrating that the PMTU was effective, because even in the face of the adversities present in the school quotient, identified in the studied context, through the activities developed and applied during the development of the PMTU , the apprentices managed to give greater meaning to the studied content, assigning meanings and explaining that they had progressed, in addition to this conceptual evolution, the AS made it possible for some students to retain the studied content, after 7 months of applying the PMTU. In this way, can be achieved in diverse contexts, subject to daily variables, through the structuring and implementation of teaching methods and instruments based on what the PMTU proposes.A busca por formas de fazer o ensino de Biologia mais eficiente, de maneira que este possa contribuir de forma substancial na vida do aprendiz não é algo novo, no entanto nem sempre é uma tarefa fácil para o professor. Neste sentido, este estudo parte dos seguintes questionamentos: Como se desenvolve a Aprendizagem Significativa (AS) através da utilização de uma Unidade de Ensino Potencialmente Significativa (UEPS) no estudo dos microrganismos no ensino médio? Quais as variáveis que poderiam interferir nesse processo? Para tentar alcançar essas respostas o estudo teve como objetivo geral: Investigar como se dá o desenvolvimento da AS através da utilização de uma UEPS, no estudo dos microrganismos em uma turma de ensino médio; e, como objetivos específicos: 1) identificar as evidências de AS durante o desenvolvimento da UEPS; 2) analisar as variáveis que podem interferir no processo de AS desenvolvido durante a UEPS; 3) verificar as dificuldades identificadas pelos alunos neste período; 4) verificar a evolução conceitual dos alunos sobre os microrganismos estudados na UEPS e 5) identificar a rentenção dos conteúdos aprendidos por parte dos alunos após 7 meses do término do estudo. O estudo fundamenta-se na Teoria da Aprendizagem Significativa (TAS) desenvolvida por David P. Ausubel, tendo como aportes teóricos trabalhos de autores como: Moreira, Moreira e Masini, Krasilchik, Motokane, Ludke e Andre, entre outros. Foi utilizada uma aborgem qualitativa do tipo estudo de caso e elementos da Análise Textual Discussiva para interpretação dos dados. Foram analisados questionários (pré e pós- teste além de um teste final), com categorias definidas tanto a priore quanto emergentes para a construção dos significados contidos nas respostas dos alunos. O estudo pôde evidenciar que após a aplicação da UEPS houve uma considerável evolução dos conceitos estudados, de acordo com a comparação entre os testes, principalmente na categoria características de conceitos citados pelos alunos. A maioria dos alunos expressou evidências de AS no material de aula analisado. O tempo utilizado nas aulas foi considerado a principal variável capaz de interferir no desenvolvimento da AS. Algumas outras dificuldades foram evidenciadas na compreensão significativa do conteúdo, como falta de predisposição para aprender e, obstáculo epstemológico. Concluíndo foi possível reconhecer evidências de AS, demonstrando que a UEPS foi eficaz, pois mesmo diante das adversidades presentes no cotidiano escolar, identificadas no contexto estudado, por meio das atividades elaboradas e aplicadas durante o desenvolvimento da UEPS, os aprendizes conseguiram dar maior significado ao conteúdo estudado, atribuíndo sentidos ao mesmo. Além dessa evolução conceitual, a AS possibilitou para alguns alunos uma significativa retenção do conteúdo estudado, após 7 meses da aplicação da UPES. Desta forma a AS pode ser alcançada em contextos diversificados, passíveis de variáveis cotidianas, através da estruturação e implementação dos métodos e instrumentos de ensino baseados no que propõe as UEPS.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão Cristóvão, SEporEnsino de ciênciasAprendizagemMetabolismo microbianoEnsino médioUnidade de Ensino Potencialmente Significativa (UEPS)Aprendizagem significativaMicrorganismosEnsino de BiologiaPotentially Meaninpful Teaching Unit (PMTU)Learning theoryBasic educationMicroorganismsCIENCIAS HUMANAS::EDUCACAOUEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médioinfo: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/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/13514/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALBRUNA_GOMES_CORREIA.pdfBRUNA_GOMES_CORREIA.pdfapplication/pdf1867661https://ri.ufs.br/jspui/bitstream/riufs/13514/2/BRUNA_GOMES_CORREIA.pdf7ef27140c895d964051971dcb8c6504bMD52TEXTBRUNA_GOMES_CORREIA.pdf.txtBRUNA_GOMES_CORREIA.pdf.txtExtracted texttext/plain219226https://ri.ufs.br/jspui/bitstream/riufs/13514/3/BRUNA_GOMES_CORREIA.pdf.txt2eb23399dd600d45f65c16895e01f967MD53THUMBNAILBRUNA_GOMES_CORREIA.pdf.jpgBRUNA_GOMES_CORREIA.pdf.jpgGenerated Thumbnailimage/jpeg1215https://ri.ufs.br/jspui/bitstream/riufs/13514/4/BRUNA_GOMES_CORREIA.pdf.jpg7d6e9ded3981e3c680591ab0470b7aa4MD54riufs/135142020-07-10 14:47:20.441oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2020-07-10T17:47:20Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio |
title |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio |
spellingShingle |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio Correia, Bruna Gomes Ensino de ciências Aprendizagem Metabolismo microbiano Ensino médio Unidade de Ensino Potencialmente Significativa (UEPS) Aprendizagem significativa Microrganismos Ensino de Biologia Potentially Meaninpful Teaching Unit (PMTU) Learning theory Basic education Microorganisms CIENCIAS HUMANAS::EDUCACAO |
title_short |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio |
title_full |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio |
title_fullStr |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio |
title_full_unstemmed |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio |
title_sort |
UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio |
author |
Correia, Bruna Gomes |
author_facet |
Correia, Bruna Gomes |
author_role |
author |
dc.contributor.author.fl_str_mv |
Correia, Bruna Gomes |
dc.contributor.advisor1.fl_str_mv |
Guimarães, Carmem Regina Parisotto |
contributor_str_mv |
Guimarães, Carmem Regina Parisotto |
dc.subject.por.fl_str_mv |
Ensino de ciências Aprendizagem Metabolismo microbiano Ensino médio Unidade de Ensino Potencialmente Significativa (UEPS) Aprendizagem significativa Microrganismos Ensino de Biologia |
topic |
Ensino de ciências Aprendizagem Metabolismo microbiano Ensino médio Unidade de Ensino Potencialmente Significativa (UEPS) Aprendizagem significativa Microrganismos Ensino de Biologia Potentially Meaninpful Teaching Unit (PMTU) Learning theory Basic education Microorganisms CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Potentially Meaninpful Teaching Unit (PMTU) Learning theory Basic education Microorganisms |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The search for ways to make Biology teaching more efficient, so that it can contribute substantially to the learner's life is not something new, however it is not always an easy task for the teacher. In this sense, this study starts from the following questions: How is Meaninpful Learning developed through the use of a Potentially Meaninpful Teaching Unit (PMTU) in the study of microorganisms in high school? What variables could interfere in this process? To try to achieve these answers, the study had the general objective of: Investigating how the development of Meaninpful Learning occurs through the use of a Potentially Meaninpful Teaching Unit (PMTU), in the study of microorganisms in a high school class; and, as specific objectives: 1) to identify evidence of Meaninpful learning during the development of PMTU; 2) analyze the variables that can interfere in the significant learning process developed during the PMTU ; 3) verify the difficulties identified by the students in this period; 4) to verify the conceptual evolution of the students about the microorganisms studied at PMTU and 5) to identify the profitability of the contents learned by the students after 7 months of the end of the study. The study is based on the Theory of Meaningful Learning (TML) developed by David P. Ausubel, with theoretical contributions from authors such as: Moreira; Moreira and Masini; Krasilchik; Motokane; Ludke and Andre among others. A qualitative case study approach was used, using for the analysis of elements of the Textual Discussion Analysis developed by Moraes and Galiazzi. Questionnaires were analyzed (pre and post-test in addition to a final test), with categories defined both a priori and emerging ones for the construction of the meanings contained in the students' answers. The study was able to show that after the application of PMTU there was a considerable evolution of the studied concepts, in the comparison between the tests, mainly in the characteristics category that went from 58 to 92 the amount of concepts cited by the students, regarding the evidence of the majority of the students expressed having developed at least one of the described categories, about 42.1%, 3 students reached the four categories 7.8%. However, some 15.7% were unable to express evidence of in the analyzed material. Time was considered the main variable capable of interfering in the development of, some difficulties arose on the part of students in meaningful understanding of the content, such as lack of prior knowledge, predisposition to learn, an epistemological obstacle. In conclusion, it was possible to characterize evidence of on the part of some students, demonstrating that the PMTU was effective, because even in the face of the adversities present in the school quotient, identified in the studied context, through the activities developed and applied during the development of the PMTU , the apprentices managed to give greater meaning to the studied content, assigning meanings and explaining that they had progressed, in addition to this conceptual evolution, the AS made it possible for some students to retain the studied content, after 7 months of applying the PMTU. In this way, can be achieved in diverse contexts, subject to daily variables, through the structuring and implementation of teaching methods and instruments based on what the PMTU proposes. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-07-10T17:33:13Z |
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2020-07-10T17:33:13Z |
dc.date.issued.fl_str_mv |
2020-02-17 |
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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 |
CORREIA, Bruna Gomes. UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio. 2020. 112 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2020. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/13514 |
identifier_str_mv |
CORREIA, Bruna Gomes. UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio. 2020. 112 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2020. |
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http://ri.ufs.br/jspui/handle/riufs/13514 |
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Pós-Graduação em Ensino de Ciências e Matemática |
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Universidade Federal de Sergipe |
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