Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/13709 |
Resumo: | Inquiry-based learning is a strategy that aims to promote the development of cognitive abilities in teaching-learning of scientific concepts, promoting the construction of conceptual, attitudinal and procedural knowledge that permeate the understanding of nature of science. This presupposes essential characteristics of the inquiry-based activities that aim to reach the goals of the dcientific literacy, having as means and ends the citizen education. The inquiry-based learning facilitates teaching-learning through observation, manipulation and experimentation, while it motivates and stimulates reflection, discussion, explanation, contemplating characteristics of scientific investigations. To mediate science education through projects reveals that the school function goes beyond the propaedeutics, looking for approximations with the students' identity in the way of contextualization. It shows the need to teach and learn in an integrated, non-fragmented or distant way of the problems experienced by students, because it considers what happens outside of school. Faced with this, we find interdisciplinarity as an integrating axis of curricular policies that guide High School: National Pact for Strengthening High School and National Curricular Parameters for High School. The indications of these public policies suggest that interdisciplinarity, contextualization and investigative teaching can be organized in research projects. This work presents results of the investigative project Conexão Delta, with interdisciplinary approaches in Biology, Geography, History, Integrated Seminar and Sociology, carried out by High School students of a state public school in Santo Ângelo (RS). The main goal of the project was to develop activities that collaborate with science education through innovative and differentiated methodologies, with low-cost laboratory practices, using information and communication technologies for the contextualized study of water resources. We produced a sequence of investigative teaching that guided the steps of the development of activities. We analyzed students' responses to a questionnaire to understand how they rated their involvement and their opinions about activities. The results are consistent with the proposition that inquiry-based teaching activities involve and interest students because they present an alternative to traditional teaching methodologies. Students feel an important part of the teaching-learning process and engage in activities that involve the contextual study of reality. When we reflect the functions of school beyond the instruction of contents, we think that scientific teaching must be permeated by senses, because the understanding of concepts allows the understanding of everyday phenomena to broaden the interpretation of the world. We defend the research activities organized in projects with interdisciplinary approaches for students to participate actively as constructors of the practices and protagonists of the investigations, using the knowledge produced in an autonomous and flexible way in the path of emancipation. Thus, it promotes scientific learning beyond the learning of concepts, favoring scientific literacy, environmental education and understanding of the nature of science. |
id |
UFSM_376c7061df4df61424216161346974c4 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/13709 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médioInterdisciplinary inquiry-based project conexão delta and the potentialities of inquiry-based learning in high schoolEnsino por investigaçãoPedagogia de projetosInterdisciplinaridadeContextualizaçãoSequência de ensino investigativaPacto Nacional pelo Fortalecimento do Ensino MédioInquiry based-learningPedagogy projectsInterdisciplinarityContextualizationInquiry-based teaching sequencesNational pact for the strengthening of Secondary EducationCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAInquiry-based learning is a strategy that aims to promote the development of cognitive abilities in teaching-learning of scientific concepts, promoting the construction of conceptual, attitudinal and procedural knowledge that permeate the understanding of nature of science. This presupposes essential characteristics of the inquiry-based activities that aim to reach the goals of the dcientific literacy, having as means and ends the citizen education. The inquiry-based learning facilitates teaching-learning through observation, manipulation and experimentation, while it motivates and stimulates reflection, discussion, explanation, contemplating characteristics of scientific investigations. To mediate science education through projects reveals that the school function goes beyond the propaedeutics, looking for approximations with the students' identity in the way of contextualization. It shows the need to teach and learn in an integrated, non-fragmented or distant way of the problems experienced by students, because it considers what happens outside of school. Faced with this, we find interdisciplinarity as an integrating axis of curricular policies that guide High School: National Pact for Strengthening High School and National Curricular Parameters for High School. The indications of these public policies suggest that interdisciplinarity, contextualization and investigative teaching can be organized in research projects. This work presents results of the investigative project Conexão Delta, with interdisciplinary approaches in Biology, Geography, History, Integrated Seminar and Sociology, carried out by High School students of a state public school in Santo Ângelo (RS). The main goal of the project was to develop activities that collaborate with science education through innovative and differentiated methodologies, with low-cost laboratory practices, using information and communication technologies for the contextualized study of water resources. We produced a sequence of investigative teaching that guided the steps of the development of activities. We analyzed students' responses to a questionnaire to understand how they rated their involvement and their opinions about activities. The results are consistent with the proposition that inquiry-based teaching activities involve and interest students because they present an alternative to traditional teaching methodologies. Students feel an important part of the teaching-learning process and engage in activities that involve the contextual study of reality. When we reflect the functions of school beyond the instruction of contents, we think that scientific teaching must be permeated by senses, because the understanding of concepts allows the understanding of everyday phenomena to broaden the interpretation of the world. We defend the research activities organized in projects with interdisciplinary approaches for students to participate actively as constructors of the practices and protagonists of the investigations, using the knowledge produced in an autonomous and flexible way in the path of emancipation. Thus, it promotes scientific learning beyond the learning of concepts, favoring scientific literacy, environmental education and understanding of the nature of science.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO ensino por investigação (EI) é uma estratégia que busca favorecer o desenvolvimento de habilidades cognitivas no ensino-aprendizagem de conceitos científicos, promovendo a construção de conhecimentos conceituais, atitudinais e procedimentais que permeiam a compreensão da natureza da ciência. Isso pressupõe características imprescindíveis das atividades investigativas que se dirigem ao alcance dos objetivos da Alfabetização Científica (AC), tendo como meios e fins a formação cidadã. O EI facilita o ensino-aprendizagem por meio de observação, manipulação e experimentação, ao passo que motiva e estimula à reflexão, discussão, explicação, contemplando características das investigações científicas. Mediar a educação em ciências por meio de projetos revela que a função da escola vai além da propedêutica, buscando aproximações com a identidade dos alunos na via da contextualização. Evidencia a necessidade de ensinar e aprender de forma integrada, não fragmentada ou distante dos problemas vividos pelos alunos, pois leva em conta o que acontece fora da escola. Frente a isso, encontramos a interdisciplinaridade como um eixo integrador das políticas curriculares que norteiam o Ensino Médio: Pacto Nacional pelo Fortalecimento do Ensino Médio e Parâmetros Curriculares Nacionais para o Ensino Médio. As indicações dessas políticas públicas sugerem que a interdisciplinaridade, a contextualização e o ensino investigativo podem se organizar em projetos de investigação. Este trabalho apresenta resultados do projeto investigativo Conexão Delta, com abordagens interdisciplinares em Biologia, Geografia, História, Seminário Integrado e Sociologia, realizado por estudantes do Ensino Médio de uma escola pública estadual em Santo Ângelo (RS). O objetivo principal do projeto foi viabilizar atividades que colaborem com a educação em Ciências por meio de metodologias inovadoras e diferenciadas, com práticas laboratoriais de baixo custo, usando as Tecnologias de Informação e Comunicação para o estudo contextualizado de recursos hídricos. Foi produzida uma Sequência de Ensino Investigativa que orientou os passos do desenvolvimento das atividades. Analisamos as respostas dos estudantes a um questionário para entender como eles avaliaram seu envolvimento e suas opiniões acerca das atividades. Os resultados estão de acordo com a proposição de que as atividades de ensino baseadas em investigação envolvem e interessam aos estudantes, porque apresentam uma alternativa às metodologias de ensino tradicional. Os alunos sentem-se parte importante do processo de ensino-aprendizagem e engajam-se nas atividades que envolvem o estudo contextualizado da realidade. Ao refletirmos as funções da escola para além da instrução de conteúdo, pensamos que o ensino científico deve estar permeado de sentidos já que o entendimento dos conceitos permite a compreensão dos fenômenos cotidianos para ampliar a interpretação do mundo. Defendemos as atividades investigativas organizadas em projetos com abordagens interdisciplinares para que estudantes participem ativamente como construtores das práticas e protagonistas das investigações, utilizando os conhecimentos produzidos de forma autônoma e flexível na via da emancipação. Assim, promove-se aprendizado científico para além da aprendizagem de conceitos, favorecendo a AC, educação ambiental e compreensão da natureza da ciência.Universidade Federal de Santa MariaBrasilBioquímicaUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasTolentino Neto, Luiz Caldeira Brant dehttp://lattes.cnpq.br/5626168979329885Trivelato, Silvia Luzia Frateschihttp://lattes.cnpq.br/1732650926090976Scheid, Neusa Maria Johnhttp://lattes.cnpq.br/9364946134370917Persich, Gracieli Dall Ostro2018-07-09T19:27:30Z2018-07-09T19:27:30Z2017-04-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/13709porAttribution-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:UFSM2022-08-17T12:31:33Zoai:repositorio.ufsm.br:1/13709Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-08-17T12:31:33Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio Interdisciplinary inquiry-based project conexão delta and the potentialities of inquiry-based learning in high school |
title |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio |
spellingShingle |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio Persich, Gracieli Dall Ostro Ensino por investigação Pedagogia de projetos Interdisciplinaridade Contextualização Sequência de ensino investigativa Pacto Nacional pelo Fortalecimento do Ensino Médio Inquiry based-learning Pedagogy projects Interdisciplinarity Contextualization Inquiry-based teaching sequences National pact for the strengthening of Secondary Education CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio |
title_full |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio |
title_fullStr |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio |
title_full_unstemmed |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio |
title_sort |
Projeto investigativo interdisciplinar conexão delta e as potencialidades do ensino por investigação no ensino médio |
author |
Persich, Gracieli Dall Ostro |
author_facet |
Persich, Gracieli Dall Ostro |
author_role |
author |
dc.contributor.none.fl_str_mv |
Tolentino Neto, Luiz Caldeira Brant de http://lattes.cnpq.br/5626168979329885 Trivelato, Silvia Luzia Frateschi http://lattes.cnpq.br/1732650926090976 Scheid, Neusa Maria John http://lattes.cnpq.br/9364946134370917 |
dc.contributor.author.fl_str_mv |
Persich, Gracieli Dall Ostro |
dc.subject.por.fl_str_mv |
Ensino por investigação Pedagogia de projetos Interdisciplinaridade Contextualização Sequência de ensino investigativa Pacto Nacional pelo Fortalecimento do Ensino Médio Inquiry based-learning Pedagogy projects Interdisciplinarity Contextualization Inquiry-based teaching sequences National pact for the strengthening of Secondary Education CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
topic |
Ensino por investigação Pedagogia de projetos Interdisciplinaridade Contextualização Sequência de ensino investigativa Pacto Nacional pelo Fortalecimento do Ensino Médio Inquiry based-learning Pedagogy projects Interdisciplinarity Contextualization Inquiry-based teaching sequences National pact for the strengthening of Secondary Education CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
Inquiry-based learning is a strategy that aims to promote the development of cognitive abilities in teaching-learning of scientific concepts, promoting the construction of conceptual, attitudinal and procedural knowledge that permeate the understanding of nature of science. This presupposes essential characteristics of the inquiry-based activities that aim to reach the goals of the dcientific literacy, having as means and ends the citizen education. The inquiry-based learning facilitates teaching-learning through observation, manipulation and experimentation, while it motivates and stimulates reflection, discussion, explanation, contemplating characteristics of scientific investigations. To mediate science education through projects reveals that the school function goes beyond the propaedeutics, looking for approximations with the students' identity in the way of contextualization. It shows the need to teach and learn in an integrated, non-fragmented or distant way of the problems experienced by students, because it considers what happens outside of school. Faced with this, we find interdisciplinarity as an integrating axis of curricular policies that guide High School: National Pact for Strengthening High School and National Curricular Parameters for High School. The indications of these public policies suggest that interdisciplinarity, contextualization and investigative teaching can be organized in research projects. This work presents results of the investigative project Conexão Delta, with interdisciplinary approaches in Biology, Geography, History, Integrated Seminar and Sociology, carried out by High School students of a state public school in Santo Ângelo (RS). The main goal of the project was to develop activities that collaborate with science education through innovative and differentiated methodologies, with low-cost laboratory practices, using information and communication technologies for the contextualized study of water resources. We produced a sequence of investigative teaching that guided the steps of the development of activities. We analyzed students' responses to a questionnaire to understand how they rated their involvement and their opinions about activities. The results are consistent with the proposition that inquiry-based teaching activities involve and interest students because they present an alternative to traditional teaching methodologies. Students feel an important part of the teaching-learning process and engage in activities that involve the contextual study of reality. When we reflect the functions of school beyond the instruction of contents, we think that scientific teaching must be permeated by senses, because the understanding of concepts allows the understanding of everyday phenomena to broaden the interpretation of the world. We defend the research activities organized in projects with interdisciplinary approaches for students to participate actively as constructors of the practices and protagonists of the investigations, using the knowledge produced in an autonomous and flexible way in the path of emancipation. Thus, it promotes scientific learning beyond the learning of concepts, favoring scientific literacy, environmental education and understanding of the nature of science. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-26 2018-07-09T19:27:30Z 2018-07-09T19:27:30Z |
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/1/13709 |
url |
http://repositorio.ufsm.br/handle/1/13709 |
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 Bioquímica 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 Bioquímica 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_ |
1805922098079596544 |