The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p235 |
Resumo: | This paper presents a narrative and reflections about the use of the education in Science in the elementary school through project-based teaching. This strategy is defended here under two distinct arguments: first, as a feasible possibility of introducing concepts, notions and physical principles, especially at the elementary level where, often, teachers do not have specific formation in Physics; secondly, project-based teaching may be an alternative to diversify the evaluation of science learning in order to achieve a more formative, continuous and aligned process with public policies. The context of the study is that of a public school in the capital of Rio Grande do Sul, which operates with the system of cycles in elementary education. The theoretical-methodological framework was based on ideas by Hernández and Ventura (1998) and in the David Ausubel’s Theory of Significant Learning. Some implications of using this strategy indicated that it is useful to introduce and stimulate the study of Physics subjects and concepts and to deconstruct certain misconceptions about Physics that commonly permeate scientific education. |
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The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teachingO ensino de Física na disciplina de ciências no nível fundamental: reflexões e viabilidade de uma experiência de ensino por projetosThis paper presents a narrative and reflections about the use of the education in Science in the elementary school through project-based teaching. This strategy is defended here under two distinct arguments: first, as a feasible possibility of introducing concepts, notions and physical principles, especially at the elementary level where, often, teachers do not have specific formation in Physics; secondly, project-based teaching may be an alternative to diversify the evaluation of science learning in order to achieve a more formative, continuous and aligned process with public policies. The context of the study is that of a public school in the capital of Rio Grande do Sul, which operates with the system of cycles in elementary education. The theoretical-methodological framework was based on ideas by Hernández and Ventura (1998) and in the David Ausubel’s Theory of Significant Learning. Some implications of using this strategy indicated that it is useful to introduce and stimulate the study of Physics subjects and concepts and to deconstruct certain misconceptions about Physics that commonly permeate scientific education.Este trabalho tem o objetivo de fazer uma narrativa e reflexões sobre o uso da metodologia de ensino por projetos no ensino de física na educação científica. Esta estratégia é defendida neste estudo sob dois distintos vieses: primeiro, como uma possibilidade viável de introduzir conceitos, noções e princípios físicos, especialmente no nível fundamental em que, não raro, os professores de ciências não possuem formação específica em Física; em segundo lugar, o ensino por projetos pode ser uma alternativa para diversificar a avaliação da aprendizagem em ciências objetivando alcançar um processo mais formativo, continuado e alinhado às políticas públicas. O contexto do estudo foi o de duas turmas do 9º ano do Ensino Fundamental de uma escola da rede pública da capital do Rio Grande do Sul, que atua com sistema de ciclos. O referencial teórico-metodológico esteve embasado em ideias de Hernández e Ventura (1998) e na Teoria da Aprendizagem Significativa de David Ausubel. Algumas implicações do uso desta estratégia indicaram que ela é útil para introduzir e estimular o estudo de temas e conceitos físicos e para desconstruir certas visões equivocadas sobre a Física que comumente permeiam a educação científica.Imprensa Universitária - UFSC2018-04-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p23510.5007/2175-7941.2018v35n1p235Caderno Brasileiro de Ensino de Física; v. 35 n. 1 (2018); 235-2612175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p235/36141Copyright (c) 2018 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessMassoni, Neusa TeresinhaBarp, JefersonDantas, Claudio Rejane da Silva2018-04-26T09:43:48Zoai:periodicos.ufsc.br:article/50891Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-04-26T09:43:48Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching O ensino de Física na disciplina de ciências no nível fundamental: reflexões e viabilidade de uma experiência de ensino por projetos |
title |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching |
spellingShingle |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching Massoni, Neusa Teresinha |
title_short |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching |
title_full |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching |
title_fullStr |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching |
title_full_unstemmed |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching |
title_sort |
The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching |
author |
Massoni, Neusa Teresinha |
author_facet |
Massoni, Neusa Teresinha Barp, Jeferson Dantas, Claudio Rejane da Silva |
author_role |
author |
author2 |
Barp, Jeferson Dantas, Claudio Rejane da Silva |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Massoni, Neusa Teresinha Barp, Jeferson Dantas, Claudio Rejane da Silva |
description |
This paper presents a narrative and reflections about the use of the education in Science in the elementary school through project-based teaching. This strategy is defended here under two distinct arguments: first, as a feasible possibility of introducing concepts, notions and physical principles, especially at the elementary level where, often, teachers do not have specific formation in Physics; secondly, project-based teaching may be an alternative to diversify the evaluation of science learning in order to achieve a more formative, continuous and aligned process with public policies. The context of the study is that of a public school in the capital of Rio Grande do Sul, which operates with the system of cycles in elementary education. The theoretical-methodological framework was based on ideas by Hernández and Ventura (1998) and in the David Ausubel’s Theory of Significant Learning. Some implications of using this strategy indicated that it is useful to introduce and stimulate the study of Physics subjects and concepts and to deconstruct certain misconceptions about Physics that commonly permeate scientific education. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-25 |
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://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p235 10.5007/2175-7941.2018v35n1p235 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p235 |
identifier_str_mv |
10.5007/2175-7941.2018v35n1p235 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n1p235/36141 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 35 n. 1 (2018); 235-261 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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