Experimental Physics activities of Ciência Hoje das Crianças journal
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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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/2175-7941.2020v37n2p455 |
Resumo: | The Ciência Hoje das Crianças (CHC) journal, created by the Brazilian Society for the Advancement of Science, stands out as a material for scientific dissemination in Brazilian basic education due to its distribution through the Programa Nacional do Livro e do Material Didático (PNLD) in Brazil. Since the end of the 20th century, studies have been carried out on the importance of experimental activities in science education aiming at scientific literacy. Research recommends that the routing of activities should start with a problem, not limited to manipulation or observation. They also emphasize that children in the early years of school are able to reflect and seek explanations, going beyond the mere execution of scripts or contemplation. Thus, the objective of this work is to present the analysis of the experimental activities of Physics proposed in the CHC. The result shows that the CHC is in the opposite direction of what science teaching research recommends. The experimental activities have empirical inductive characteristics marked by a rigid view of science. They allow little or no freedom for students' creative and reflective performance, with no room for error or discussion of results. The journal is not a teaching material and does not make scientific literacy among its objectives. However, considering the science teaching research of the last decades, we believe that material that can compose the libraries of more than 60 thousand Brazilian public schools cannot lead to stereotyped conceptions of Science, such as, for example, the empirical inductive view. Due to the dimensions of the PNLD and its evaluation policy of the distributed materials, the CHC should stand out as a mediator between research and teaching in schools. |
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Experimental Physics activities of Ciência Hoje das Crianças journalAtividades experimentais de Física da revista Ciência Hoje das CriançasThe Ciência Hoje das Crianças (CHC) journal, created by the Brazilian Society for the Advancement of Science, stands out as a material for scientific dissemination in Brazilian basic education due to its distribution through the Programa Nacional do Livro e do Material Didático (PNLD) in Brazil. Since the end of the 20th century, studies have been carried out on the importance of experimental activities in science education aiming at scientific literacy. Research recommends that the routing of activities should start with a problem, not limited to manipulation or observation. They also emphasize that children in the early years of school are able to reflect and seek explanations, going beyond the mere execution of scripts or contemplation. Thus, the objective of this work is to present the analysis of the experimental activities of Physics proposed in the CHC. The result shows that the CHC is in the opposite direction of what science teaching research recommends. The experimental activities have empirical inductive characteristics marked by a rigid view of science. They allow little or no freedom for students' creative and reflective performance, with no room for error or discussion of results. The journal is not a teaching material and does not make scientific literacy among its objectives. However, considering the science teaching research of the last decades, we believe that material that can compose the libraries of more than 60 thousand Brazilian public schools cannot lead to stereotyped conceptions of Science, such as, for example, the empirical inductive view. Due to the dimensions of the PNLD and its evaluation policy of the distributed materials, the CHC should stand out as a mediator between research and teaching in schools.A revista Ciência Hoje das Crianças (CHC), criada pela Sociedade Brasileira para o Progresso da Ciência, se destaca como material paradidático de divulgação científica na educação básica brasileira por sua distribuição pelo Programa Nacional do Livro e do Material Didático (PNLD) no Brasil. Desde o final do século XX são realizados estudos sobre a importância das atividades experimentais no ensino de Ciências que objetive a alfabetização científica. As pesquisas recomendam que o encaminhamento das atividades deve partir de um problema, não se limitando à manipulação ou observação. Ressaltam também que as crianças dos anos iniciais de escolaridade são capazes de fazer reflexões e buscar explicações, indo além da mera execução de roteiros ou da contemplação. Assim, o objetivo desse trabalho é apresentar a análise das atividades experimentais de Física propostas na CHC. O resultado mostra que a CHC está na contramão do que recomendam as pesquisas em ensino de Ciências. As atividades experimentais apresentam características empírico indutivistas marcadas por uma visão rígida da Ciência. Permitem pouca ou nenhuma liberdade para atuação criativa e reflexiva dos estudantes, sem espaço para erro ou discussão dos resultados. A revista não é um material didático e não explicita entre seus objetivos a alfabetização científica. Porém, considerando as pesquisas em ensino de Ciências das últimas décadas, acreditamos que um material que pode compor as bibliotecas de mais de 150 mil escolas públicas brasileiras não pode encaminhar concepções estereotipadas da Ciência como, por exemplo, a visão empírico-indutivista. Pelas dimensões do PNLD e sua política de avalição de materiais distribuídos, a CHC deveria se destacar como mediadora entre as pesquisas e o ensino nas escolas.Imprensa Universitária - UFSC2020-08-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2020v37n2p45510.5007/2175-7941.2020v37n2p455Caderno Brasileiro de Ensino de Física; v. 37 n. 2 (2020); 455-4782175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2020v37n2p455/43902Copyright (c) 2020 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessMartins, Jéssica TaynaraOliveira, Elrismar Gomes2020-08-12T20:02:38Zoai:periodicos.ufsc.br:article/68033Revistahttp://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:2020-08-12T20:02:38Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Experimental Physics activities of Ciência Hoje das Crianças journal Atividades experimentais de Física da revista Ciência Hoje das Crianças |
title |
Experimental Physics activities of Ciência Hoje das Crianças journal |
spellingShingle |
Experimental Physics activities of Ciência Hoje das Crianças journal Martins, Jéssica Taynara |
title_short |
Experimental Physics activities of Ciência Hoje das Crianças journal |
title_full |
Experimental Physics activities of Ciência Hoje das Crianças journal |
title_fullStr |
Experimental Physics activities of Ciência Hoje das Crianças journal |
title_full_unstemmed |
Experimental Physics activities of Ciência Hoje das Crianças journal |
title_sort |
Experimental Physics activities of Ciência Hoje das Crianças journal |
author |
Martins, Jéssica Taynara |
author_facet |
Martins, Jéssica Taynara Oliveira, Elrismar Gomes |
author_role |
author |
author2 |
Oliveira, Elrismar Gomes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Martins, Jéssica Taynara Oliveira, Elrismar Gomes |
description |
The Ciência Hoje das Crianças (CHC) journal, created by the Brazilian Society for the Advancement of Science, stands out as a material for scientific dissemination in Brazilian basic education due to its distribution through the Programa Nacional do Livro e do Material Didático (PNLD) in Brazil. Since the end of the 20th century, studies have been carried out on the importance of experimental activities in science education aiming at scientific literacy. Research recommends that the routing of activities should start with a problem, not limited to manipulation or observation. They also emphasize that children in the early years of school are able to reflect and seek explanations, going beyond the mere execution of scripts or contemplation. Thus, the objective of this work is to present the analysis of the experimental activities of Physics proposed in the CHC. The result shows that the CHC is in the opposite direction of what science teaching research recommends. The experimental activities have empirical inductive characteristics marked by a rigid view of science. They allow little or no freedom for students' creative and reflective performance, with no room for error or discussion of results. The journal is not a teaching material and does not make scientific literacy among its objectives. However, considering the science teaching research of the last decades, we believe that material that can compose the libraries of more than 60 thousand Brazilian public schools cannot lead to stereotyped conceptions of Science, such as, for example, the empirical inductive view. Due to the dimensions of the PNLD and its evaluation policy of the distributed materials, the CHC should stand out as a mediator between research and teaching in schools. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-12 |
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/2175-7941.2020v37n2p455 10.5007/2175-7941.2020v37n2p455 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2020v37n2p455 |
identifier_str_mv |
10.5007/2175-7941.2020v37n2p455 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2020v37n2p455/43902 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 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. 37 n. 2 (2020); 455-478 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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1799940574731567104 |