O método cognitivo-histórico e o ensino de física mediado por epistemologias
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/14612 |
Resumo: | The latest data from Brazilian education have shown that in recent years, although there has been a slight improvement in the infrastructure offered to schools, much still needs to be done to ensure better conditions, especially for students in public schools. This reality is even more pronounced when it comes to localized schools or when students come from areas of social vulnerability, which for many authors constitutes the factor that contributes to poor performance and school dropout. The high levels of disapproval and drop-out rates registered in recent years in Rio Grande do Sul, for all socioeconomic levels, led the Secretária de Educação (SEDUC) to rethink the way in which secondary education was being administered, thus instituting Ensino Médio Politécnico in 2012, as a differentiated proposal and according to the other documents of the Brazilian education. With this in mind, the Cognitive-Historical Method (MCH) proposed by Nersessian (2008) was presented as a theoretical reference for presenting tools that allow students to understand scientific processes through the history and attitudes of their own authors, increasing the quality of his scientific thinking, the use of reasoning and the development of his own operational methodologies in various interactions in physics classes. In addition, the materials developed through the Explicit Teaching approach were developed, which favors the development of cognitive abilities in students, fully based on cognitive psychology and already proven in several studies. The methodology of data collection chosen for this research was the experimental model Solomon Four - Group Design, where the intervention based on the MCH had a well defined protocol: pre-test consisting of two questions with daily situations; the intervention composed of text about life, career, historical and social context, crucial experiments of scientists chosen according to fundamental concepts studied by them, explanation of concepts, examples, problems and by a practical activity, with script, related to the studied scientist; each scientist's post-test consists of five multiple-choice questions. The results of this work made it possible to answer that the MCH is a tool that proved to be effective in the implementations in a school located in the central-western administrative region of the city of Santa Maria - RS for the contents of Temperature, Heat and Thermometric Scales; Isothermal Transformation; Ohm Laws and Electric Generators. On explicit teaching and learning management, most of the constituent items could be realized with high success level. However, the items ensuring a high success rate, checking for understanding and differentiating otherwise need further improvement. These items are most often related to students who miss consecutive classes, which end up interfering with their learning because the class has advanced and they do not. To solve this problem it is necessary to develop strategies that favor the recovery of unrealized activities. |
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2018-10-19T19:40:18Z2018-10-19T19:40:18Z2017-08-04http://repositorio.ufsm.br/handle/1/14612The latest data from Brazilian education have shown that in recent years, although there has been a slight improvement in the infrastructure offered to schools, much still needs to be done to ensure better conditions, especially for students in public schools. This reality is even more pronounced when it comes to localized schools or when students come from areas of social vulnerability, which for many authors constitutes the factor that contributes to poor performance and school dropout. The high levels of disapproval and drop-out rates registered in recent years in Rio Grande do Sul, for all socioeconomic levels, led the Secretária de Educação (SEDUC) to rethink the way in which secondary education was being administered, thus instituting Ensino Médio Politécnico in 2012, as a differentiated proposal and according to the other documents of the Brazilian education. With this in mind, the Cognitive-Historical Method (MCH) proposed by Nersessian (2008) was presented as a theoretical reference for presenting tools that allow students to understand scientific processes through the history and attitudes of their own authors, increasing the quality of his scientific thinking, the use of reasoning and the development of his own operational methodologies in various interactions in physics classes. In addition, the materials developed through the Explicit Teaching approach were developed, which favors the development of cognitive abilities in students, fully based on cognitive psychology and already proven in several studies. The methodology of data collection chosen for this research was the experimental model Solomon Four - Group Design, where the intervention based on the MCH had a well defined protocol: pre-test consisting of two questions with daily situations; the intervention composed of text about life, career, historical and social context, crucial experiments of scientists chosen according to fundamental concepts studied by them, explanation of concepts, examples, problems and by a practical activity, with script, related to the studied scientist; each scientist's post-test consists of five multiple-choice questions. The results of this work made it possible to answer that the MCH is a tool that proved to be effective in the implementations in a school located in the central-western administrative region of the city of Santa Maria - RS for the contents of Temperature, Heat and Thermometric Scales; Isothermal Transformation; Ohm Laws and Electric Generators. On explicit teaching and learning management, most of the constituent items could be realized with high success level. However, the items ensuring a high success rate, checking for understanding and differentiating otherwise need further improvement. These items are most often related to students who miss consecutive classes, which end up interfering with their learning because the class has advanced and they do not. To solve this problem it is necessary to develop strategies that favor the recovery of unrealized activities.Os mais recentes dados da educação brasileira mostraram que nos últimos anos, embora tenha ocorrido uma pequena melhora na infraestrutura oferecida às escolas, muito ainda precisa ser feito para assegurar melhores condições, principalmente aos estudantes de escolas públicas. Essa realidade é ainda mais acentuada quando observada as escolas localizadas ou quando os alunos são provenientes de zonas de vulnerabilidade social, o que para muitos autores, se constitui como o fator que contribui para o mau desempenho e a evasão escolar. Os altos índices de reprovação e abandono escolar registrados nos últimos anos no Rio Grande do Sul, para todos os níveis socioeconômicos, fez a Secretaria de Educação (SEDUC) repensar a forma como o ensino médio estava sendo administrado, instituindo, dessa forma, o Ensino Médio Politécnico em 2012, como uma proposta diferenciada e de acordo com os demais documentos da educação brasileira. Pensando nisso, buscou-se como referencial teórico, o Método Cognitivo-histórico (MCH) proposto por Nersessian (2008) por apresentar ferramentas que oportunizem aos estudantes entender os processos científicos por meio da história e atitudes de seus próprios autores, aumentando a qualidade de seu pensamento científico, o uso do raciocínio e o desenvolvimento de metodologias operacionais próprias em diversas interações nas aulas de Física. Além disso, implementou-se os materiais desenvolvidos através da abordagem do Ensino Explícito, que favorece o desenvolvimento de habilidades cognitivas nos estudantes, totalmente fundamentada na psicologia cognitiva e já comprovada em diversos trabalhos. A metodologia de coleta de dados escolhida para essa pesquisa foi o modelo experimental Solomon Four – Group Design, onde a intervenção baseada no MCH contou com um protocolo bem definido: pré-teste constituído de duas questões com situações cotidianas; a intervenção composta de texto sobre a vida, carreira, contexto histórico e social, experimentos cruciais de cientistas escolhidos de acordo com conceitos fundamentais estudados por eles, explanação dos conceitos, exemplos, problemas e por uma atividade prática, com roteiro, relacionada ao cientista estudado; o pós-teste de cada cientista é composto de cinco questões de múltipla escolha. Os resultados desse trabalho possibilitaram responder que o MCH é uma ferramenta que se mostrou eficaz nas implementações em escola localizada na região administrativa centro-oeste da cidade de Santa Maria – RS para os conteúdos de Temperatura, Calor e Escalas Termométricas; Transformação Isotérmica; Leis de Ohm e Geradores Elétricos. Sobre o ensino explícito e a gestão dos aprendizados a maioria dos itens constituintes puderam ser realizados com nível de êxito elevado. Entretanto, os itens garantir uma taxa de sucesso elevada, verificar a compreensão e diferenciar de outra forma, necessitam de maior aperfeiçoamento. Esses itens estão relacionados, na maioria das vezes, aos alunos que faltam aulas consecutivas, o que acabam interferindo no seu aprendizado pelo fato da aula ter avançado e eles não. Para resolver esse problema é necessária a elaboração de estratégias que favoreçam a recuperação das atividades não realizadas.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessMétodo cognitivo-históricoEnsino de físicaEnsino explícitoVulnerabilidade socialCognitive-historical methodTeaching physicsExplicit teachingSocial vulnerabilityCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAO método cognitivo-histórico e o ensino de física mediado por epistemologiasThe cognitive-historical method and the teaching of physics mediated by epistemologiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisLüdke, Evertonhttp://lattes.cnpq.br/8399842157129152Bulegon, Ana Marlihttp://lattes.cnpq.br/1315096515847809Oliveira, Gilberto Orengo dehttp://lattes.cnpq.br/3128561437415578Mello, Carlos Fernando dehttp://lattes.cnpq.br/3913887223894236Soares, Félix Alexandre Antuneshttp://lattes.cnpq.br/8752453650114092http://lattes.cnpq.br/1462780027701199Cauduro, Paola Jardim200800000002600157b2b03-de79-439d-b148-9c52b7d1b7ad783e368a-ab04-43c2-ace2-08019891ea9e758a3eb6-b5c8-4873-bcde-741968eedf44e1120813-d3ac-4c31-b303-87a2597f3fde7ac4d1f6-96f4-4f5e-876d-41e3bca643c21109e9df-a90f-4a71-bcc7-a4fabdce89f3reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEC_2017_CAUDURO_PAOLA.pdfTES_PPGEC_2017_CAUDURO_PAOLA.pdfTese de Doutoradoapplication/pdf6509239http://repositorio.ufsm.br/bitstream/1/14612/1/TES_PPGEC_2017_CAUDURO_PAOLA.pdfc460f20a04f0e3ec74b5bf90f76e2606MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O método cognitivo-histórico e o ensino de física mediado por epistemologias |
dc.title.alternative.eng.fl_str_mv |
The cognitive-historical method and the teaching of physics mediated by epistemologies |
title |
O método cognitivo-histórico e o ensino de física mediado por epistemologias |
spellingShingle |
O método cognitivo-histórico e o ensino de física mediado por epistemologias Cauduro, Paola Jardim Método cognitivo-histórico Ensino de física Ensino explícito Vulnerabilidade social Cognitive-historical method Teaching physics Explicit teaching Social vulnerability CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
O método cognitivo-histórico e o ensino de física mediado por epistemologias |
title_full |
O método cognitivo-histórico e o ensino de física mediado por epistemologias |
title_fullStr |
O método cognitivo-histórico e o ensino de física mediado por epistemologias |
title_full_unstemmed |
O método cognitivo-histórico e o ensino de física mediado por epistemologias |
title_sort |
O método cognitivo-histórico e o ensino de física mediado por epistemologias |
author |
Cauduro, Paola Jardim |
author_facet |
Cauduro, Paola Jardim |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lüdke, Everton |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8399842157129152 |
dc.contributor.referee1.fl_str_mv |
Bulegon, Ana Marli |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1315096515847809 |
dc.contributor.referee2.fl_str_mv |
Oliveira, Gilberto Orengo de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3128561437415578 |
dc.contributor.referee3.fl_str_mv |
Mello, Carlos Fernando de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3913887223894236 |
dc.contributor.referee4.fl_str_mv |
Soares, Félix Alexandre Antunes |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8752453650114092 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1462780027701199 |
dc.contributor.author.fl_str_mv |
Cauduro, Paola Jardim |
contributor_str_mv |
Lüdke, Everton Bulegon, Ana Marli Oliveira, Gilberto Orengo de Mello, Carlos Fernando de Soares, Félix Alexandre Antunes |
dc.subject.por.fl_str_mv |
Método cognitivo-histórico Ensino de física Ensino explícito Vulnerabilidade social |
topic |
Método cognitivo-histórico Ensino de física Ensino explícito Vulnerabilidade social Cognitive-historical method Teaching physics Explicit teaching Social vulnerability CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Cognitive-historical method Teaching physics Explicit teaching Social vulnerability |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
The latest data from Brazilian education have shown that in recent years, although there has been a slight improvement in the infrastructure offered to schools, much still needs to be done to ensure better conditions, especially for students in public schools. This reality is even more pronounced when it comes to localized schools or when students come from areas of social vulnerability, which for many authors constitutes the factor that contributes to poor performance and school dropout. The high levels of disapproval and drop-out rates registered in recent years in Rio Grande do Sul, for all socioeconomic levels, led the Secretária de Educação (SEDUC) to rethink the way in which secondary education was being administered, thus instituting Ensino Médio Politécnico in 2012, as a differentiated proposal and according to the other documents of the Brazilian education. With this in mind, the Cognitive-Historical Method (MCH) proposed by Nersessian (2008) was presented as a theoretical reference for presenting tools that allow students to understand scientific processes through the history and attitudes of their own authors, increasing the quality of his scientific thinking, the use of reasoning and the development of his own operational methodologies in various interactions in physics classes. In addition, the materials developed through the Explicit Teaching approach were developed, which favors the development of cognitive abilities in students, fully based on cognitive psychology and already proven in several studies. The methodology of data collection chosen for this research was the experimental model Solomon Four - Group Design, where the intervention based on the MCH had a well defined protocol: pre-test consisting of two questions with daily situations; the intervention composed of text about life, career, historical and social context, crucial experiments of scientists chosen according to fundamental concepts studied by them, explanation of concepts, examples, problems and by a practical activity, with script, related to the studied scientist; each scientist's post-test consists of five multiple-choice questions. The results of this work made it possible to answer that the MCH is a tool that proved to be effective in the implementations in a school located in the central-western administrative region of the city of Santa Maria - RS for the contents of Temperature, Heat and Thermometric Scales; Isothermal Transformation; Ohm Laws and Electric Generators. On explicit teaching and learning management, most of the constituent items could be realized with high success level. However, the items ensuring a high success rate, checking for understanding and differentiating otherwise need further improvement. These items are most often related to students who miss consecutive classes, which end up interfering with their learning because the class has advanced and they do not. To solve this problem it is necessary to develop strategies that favor the recovery of unrealized activities. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-04 |
dc.date.accessioned.fl_str_mv |
2018-10-19T19:40:18Z |
dc.date.available.fl_str_mv |
2018-10-19T19:40:18Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/14612 |
url |
http://repositorio.ufsm.br/handle/1/14612 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
200800000002 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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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.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Bioquímica |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
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UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
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