Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
dARK ID: | ark:/26339/001300000rpq0 |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22653 |
Resumo: | The study developed in this dissertation has as its main focus to investigate the relationship between media and information literacy with the scientific one, from the perspective of the context and improvement of Science teaching. The research was developed in two approaches: (1) analysis of the literacies’ historical context and their theoretical foundations; and (2) elaboration of a didactic proposal, articulating the three literacies with the theme of Immunity. In the first approach, we identified the literacies origins and main concepts. For this, we organized and set out information relevant to understanding the relationships between the three types of literacy and Science teaching. In addition, we analyzed the presence of terms of the three literacy types in dissertations and theses that are part of the Brazilian Digital Library of Theses and Dissertations (BDTD). In a simple way, we can conceptualize the literacies through three specific skills: media literacy in 'knowing how to look for reliable sources'; information literacy in ‘knowing how to interpret information’; and scientific literacy in 'knowing how is the elaboration and progress of Science'. In the second approach, we present a notebook with five activities for students in the 7th grade of Middle School. In the teacher's version, the material seeks to lead the student to understand misinformation nuances, exploring the causes and consequences of the contemporary phenomenon of informational overabundance about Immunity. The didactic sequence has the teacher's research objectives; skills to be developed by students; target audience; predicted time; meeting format; and execution procedures. Various procedures/materials are associated to be applied in synchronous and asynchronous moments. Among the activities, a dialogue expository dynamic is contemplated; a bingo game; solving a WebQuest; elaboration of a Pitch; and some games as a review exercise. When asking “what” and “how” Science is taught in Basic Education, it is essential to reflect on the way in which students are reading the contents of Science Nature. The role played by the school in the formal education of subjects is fundamental in this context. Awakening people's interest in daily problems is the first step in combating misinformation. Guiding people to seek information about how Science responds to these problems is the second step, since we cannot prevent misinformation from being produced, but prevent it from spreading. Associating knowledge and skills of scientific literacy with media and information literacy in Science teaching means, therefore, providing the student conditions to understand the process by which scientific knowledge is formulated and validated, since Science also needs to be read and interpreted. |
id |
UFSM_2f0f0d423d7efcdc4877b71203bcd9dd |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/22653 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidadeArticulation between scientific, media and information literacies with the theme of immunityEnsino de ciênciasImunologiaMúltiplas alfabetizaçõesSequência didáticaTecnologias na educaçãoScience teachingImmunologyMultiple literaciesDidactic sequenceTechnologies in educationCNPQ::OUTROS::CIENCIASThe study developed in this dissertation has as its main focus to investigate the relationship between media and information literacy with the scientific one, from the perspective of the context and improvement of Science teaching. The research was developed in two approaches: (1) analysis of the literacies’ historical context and their theoretical foundations; and (2) elaboration of a didactic proposal, articulating the three literacies with the theme of Immunity. In the first approach, we identified the literacies origins and main concepts. For this, we organized and set out information relevant to understanding the relationships between the three types of literacy and Science teaching. In addition, we analyzed the presence of terms of the three literacy types in dissertations and theses that are part of the Brazilian Digital Library of Theses and Dissertations (BDTD). In a simple way, we can conceptualize the literacies through three specific skills: media literacy in 'knowing how to look for reliable sources'; information literacy in ‘knowing how to interpret information’; and scientific literacy in 'knowing how is the elaboration and progress of Science'. In the second approach, we present a notebook with five activities for students in the 7th grade of Middle School. In the teacher's version, the material seeks to lead the student to understand misinformation nuances, exploring the causes and consequences of the contemporary phenomenon of informational overabundance about Immunity. The didactic sequence has the teacher's research objectives; skills to be developed by students; target audience; predicted time; meeting format; and execution procedures. Various procedures/materials are associated to be applied in synchronous and asynchronous moments. Among the activities, a dialogue expository dynamic is contemplated; a bingo game; solving a WebQuest; elaboration of a Pitch; and some games as a review exercise. When asking “what” and “how” Science is taught in Basic Education, it is essential to reflect on the way in which students are reading the contents of Science Nature. The role played by the school in the formal education of subjects is fundamental in this context. Awakening people's interest in daily problems is the first step in combating misinformation. Guiding people to seek information about how Science responds to these problems is the second step, since we cannot prevent misinformation from being produced, but prevent it from spreading. Associating knowledge and skills of scientific literacy with media and information literacy in Science teaching means, therefore, providing the student conditions to understand the process by which scientific knowledge is formulated and validated, since Science also needs to be read and interpreted.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO estudo desenvolvido nesta dissertação tem como foco principal investigar as relações entre as alfabetizações midiática e informacional com a científica, na perspectiva do contexto e melhoria do ensino de Ciências. A pesquisa foi desenvolvida em duas abordagens: (1) a análise do contexto histórico e fundamentos teóricos das alfabetizações, e (2) a elaboração de uma proposta didática, articulando as três alfabetizações com a temática Imunidade. Na primeira abordagem, identificamos as origens e os principais conceitos das alfabetizações. Para isso, organizamos e delimitamos informações relevantes para a compreensão das relações entre os três tipos de alfabetização e o ensino de Ciências. Além disso, analisamos a presença dos termos dos três tipos de alfabetização em dissertações e teses que integram a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). De forma simples, podemos conceituar as alfabetizações através de três competências específicas: alfabetização midiática em ‘saber como buscar fontes confiáveis’; alfabetização informacional em ‘saber como interpretar informações’; e alfabetização científica em ‘saber como é o processo de elaboração e progresso da ciência’. Na segunda abordagem, apresentamos um caderno com cinco atividades para alunos do 7º ano do Ensino Fundamental. Na versão do professor, o material busca levar o aluno a entender as nuances da desinformação, explorando as causas e consequências do fenômeno contemporâneo da superabundância informacional acerca da temática Imunidade. A sequência didática conta com os objetivos de investigação do docente; competências a serem desenvolvidas pelos alunos; público-alvo; tempo previsto; formato do encontro; e procedimentos de execução. São associados procedimentos/materiais diversos para serem aplicados em momentos síncronos e assíncronos. Entre as atividades, contemplam-se uma dinâmica expositiva dialogada; um jogo do bingo; a resolução de uma WebQuest; a elaboração de um Pitch; e uma gincana de revisão. Ao se indagar com o “quê” e “como” se ensina Ciências na Educação Básica, é fundamental refletir a forma que os estudantes estão realizando a leitura dos conteúdos sobre à própria Natureza da Ciência. O papel desempenhado pela escola na educação formal dos sujeitos é fundamental nesse contexto. Despertar o interesse das pessoas pelos problemas do cotidiano é a primeira etapa para combater a desinformação. Orientar as pessoas a buscar informações sobre como a ciência responde a esses problemas é a segunda etapa, uma vez que não podemos evitar que a desinformação seja produzida, mas evitar que ela se espalhe. Associar saberes e habilidades da alfabetização científica com a alfabetização midiática e informacional no ensino de Ciências significa, portanto, proporcionar ao estudante condições de entender o processo pelo qual os conhecimentos científicos são formulados e validados, visto que a Ciência também precisa ser lida e interpretada.Universidade Federal de Santa MariaBrasilEducação em CiênciasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasSepel, Lenira Maria Nuneshttp://lattes.cnpq.br/9187175270021411Santos, Marlise Ladvocat BartholomeiSantiago, GiseleGraffunder, Karine Gehrke2021-10-29T13:20:05Z2021-10-29T13:20:05Z2021-08-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/22653ark:/26339/001300000rpq0porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2021-10-30T06:01:28Zoai:repositorio.ufsm.br:1/22653Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2021-10-30T06:01:28Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade Articulation between scientific, media and information literacies with the theme of immunity |
title |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade |
spellingShingle |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade Graffunder, Karine Gehrke Ensino de ciências Imunologia Múltiplas alfabetizações Sequência didática Tecnologias na educação Science teaching Immunology Multiple literacies Didactic sequence Technologies in education CNPQ::OUTROS::CIENCIAS |
title_short |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade |
title_full |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade |
title_fullStr |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade |
title_full_unstemmed |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade |
title_sort |
Articulação entre as alfabetizações científica, midiática e informacional com a temática imunidade |
author |
Graffunder, Karine Gehrke |
author_facet |
Graffunder, Karine Gehrke |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sepel, Lenira Maria Nunes http://lattes.cnpq.br/9187175270021411 Santos, Marlise Ladvocat Bartholomei Santiago, Gisele |
dc.contributor.author.fl_str_mv |
Graffunder, Karine Gehrke |
dc.subject.por.fl_str_mv |
Ensino de ciências Imunologia Múltiplas alfabetizações Sequência didática Tecnologias na educação Science teaching Immunology Multiple literacies Didactic sequence Technologies in education CNPQ::OUTROS::CIENCIAS |
topic |
Ensino de ciências Imunologia Múltiplas alfabetizações Sequência didática Tecnologias na educação Science teaching Immunology Multiple literacies Didactic sequence Technologies in education CNPQ::OUTROS::CIENCIAS |
description |
The study developed in this dissertation has as its main focus to investigate the relationship between media and information literacy with the scientific one, from the perspective of the context and improvement of Science teaching. The research was developed in two approaches: (1) analysis of the literacies’ historical context and their theoretical foundations; and (2) elaboration of a didactic proposal, articulating the three literacies with the theme of Immunity. In the first approach, we identified the literacies origins and main concepts. For this, we organized and set out information relevant to understanding the relationships between the three types of literacy and Science teaching. In addition, we analyzed the presence of terms of the three literacy types in dissertations and theses that are part of the Brazilian Digital Library of Theses and Dissertations (BDTD). In a simple way, we can conceptualize the literacies through three specific skills: media literacy in 'knowing how to look for reliable sources'; information literacy in ‘knowing how to interpret information’; and scientific literacy in 'knowing how is the elaboration and progress of Science'. In the second approach, we present a notebook with five activities for students in the 7th grade of Middle School. In the teacher's version, the material seeks to lead the student to understand misinformation nuances, exploring the causes and consequences of the contemporary phenomenon of informational overabundance about Immunity. The didactic sequence has the teacher's research objectives; skills to be developed by students; target audience; predicted time; meeting format; and execution procedures. Various procedures/materials are associated to be applied in synchronous and asynchronous moments. Among the activities, a dialogue expository dynamic is contemplated; a bingo game; solving a WebQuest; elaboration of a Pitch; and some games as a review exercise. When asking “what” and “how” Science is taught in Basic Education, it is essential to reflect on the way in which students are reading the contents of Science Nature. The role played by the school in the formal education of subjects is fundamental in this context. Awakening people's interest in daily problems is the first step in combating misinformation. Guiding people to seek information about how Science responds to these problems is the second step, since we cannot prevent misinformation from being produced, but prevent it from spreading. Associating knowledge and skills of scientific literacy with media and information literacy in Science teaching means, therefore, providing the student conditions to understand the process by which scientific knowledge is formulated and validated, since Science also needs to be read and interpreted. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-29T13:20:05Z 2021-10-29T13:20:05Z 2021-08-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/22653 |
dc.identifier.dark.fl_str_mv |
ark:/26339/001300000rpq0 |
url |
http://repositorio.ufsm.br/handle/1/22653 |
identifier_str_mv |
ark:/26339/001300000rpq0 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1821326036007124992 |