Influências da resolução de atividades STEM no processo de engajamento estudantil

Detalhes bibliográficos
Autor(a) principal: Medeiros, Juliana Guarize
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Manancial - Repositório Digital da UFSM
dARK ID: ark:/26339/001300000fxcx
Texto Completo: http://repositorio.ufsm.br/handle/1/29417
Resumo: Student engagement has been an important aspect when studying teaching and learning processes, being closely linked to issues such as student performance and dropout rates (FREDRICKS; BLUMENFELD; PARIS, 2004). For Fredricks, Blumenfeld and Paris (2004) student engagement is about the relationship formed between the student and their school activities. Bearing in mind the importance of engagement for the educational process and in order to seek new ways to encourage it in schools, we seek to understand its interlocution with STEM Education, an approach that has been widely discussed and researched, which integrates Science, Technology, Engineering and Mathematics, in the search for student leadership and problem solving. Thus, the present study aims to understand whether STEM activities enable or somehow promote student engagement. This study emerges from the project submitted by the Grupo de Estudos do Movimento STEM (GEMS) group and approved by the Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (FAPERGS) in the public notice SEBRAE/RS 03/2021, entitled Jornada STEM - RS: Innovative Challenges in the School Context, which was aimed at high school students and teachers from public schools in the state of Rio Grande do Sul. As a methodology for this research, a case study with a qualitative approach was used. Therefore, the research was developed in three stages: 1) State of the art of academic productions on the theme of this study; 2) semi-structured interview with tutors from the STEM Journey finalist teams; and 3) focus group with the finalist students of Jornada STEM. The results found referring to the analysis of the first stage of this study point to the recentness of the subject in Brazil, in addition to a small number of publications related to the subject. As for the results of the second stage, they demonstrate that, according to the professors, the students showed a strong engagement when it comes mainly to the affective and agency dimensions of student engagement, which is in line with what is expected from STEM activities, as they they seek student protagonism and the student as an agent of action, a fact that defines the agency dimension. Finally, regarding the third stage of the study, students expressed greater engagement in the affective dimension, which is in line with the perception reported by the tutors. It is concluded from these results that further studies on the subject are needed, in order to understand the possibilities that STEM Education can offer to engage students in the teaching-learning process.
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spelling Influências da resolução de atividades STEM no processo de engajamento estudantilInfluences of resolving STEM activities on the student engagement processEducação STEMEngajamento estudantilJornada STEMSTEM educationStudent engagementSTEM journeyCNPQ::OUTROS::CIENCIASStudent engagement has been an important aspect when studying teaching and learning processes, being closely linked to issues such as student performance and dropout rates (FREDRICKS; BLUMENFELD; PARIS, 2004). For Fredricks, Blumenfeld and Paris (2004) student engagement is about the relationship formed between the student and their school activities. Bearing in mind the importance of engagement for the educational process and in order to seek new ways to encourage it in schools, we seek to understand its interlocution with STEM Education, an approach that has been widely discussed and researched, which integrates Science, Technology, Engineering and Mathematics, in the search for student leadership and problem solving. Thus, the present study aims to understand whether STEM activities enable or somehow promote student engagement. This study emerges from the project submitted by the Grupo de Estudos do Movimento STEM (GEMS) group and approved by the Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (FAPERGS) in the public notice SEBRAE/RS 03/2021, entitled Jornada STEM - RS: Innovative Challenges in the School Context, which was aimed at high school students and teachers from public schools in the state of Rio Grande do Sul. As a methodology for this research, a case study with a qualitative approach was used. Therefore, the research was developed in three stages: 1) State of the art of academic productions on the theme of this study; 2) semi-structured interview with tutors from the STEM Journey finalist teams; and 3) focus group with the finalist students of Jornada STEM. The results found referring to the analysis of the first stage of this study point to the recentness of the subject in Brazil, in addition to a small number of publications related to the subject. As for the results of the second stage, they demonstrate that, according to the professors, the students showed a strong engagement when it comes mainly to the affective and agency dimensions of student engagement, which is in line with what is expected from STEM activities, as they they seek student protagonism and the student as an agent of action, a fact that defines the agency dimension. Finally, regarding the third stage of the study, students expressed greater engagement in the affective dimension, which is in line with the perception reported by the tutors. It is concluded from these results that further studies on the subject are needed, in order to understand the possibilities that STEM Education can offer to engage students in the teaching-learning process.O engajamento estudantil tem sido um aspecto importante quando se estuda os processos de ensino e aprendizagem, estando intimamente ligado a questões como desempenho dos estudantes e índice de evasão escolar (FREDRICKS; BLUMENFELD; PARIS, 2004). Para Fredricks, Blumenfeld e Paris (2004) o engajamento estudantil trata-se da relação que se forma entre o estudante e suas atividades escolares. Tendo em vista, a importância do engajamento para o processo educacional e a fim de buscar novas formas de fomentá-lo nas escolas, busca-se compreender a sua interlocução com a Educação STEM, abordagem que vem sendo amplamente discutida e pesquisada, a qual integra a Ciência, Tecnologia, Engenharia e Matemática, na busca pelo protagonismo estudantil e resolução de problemas. Desse modo, o presente estudo pretende compreender como as atividades STEM podem promover o engajamento estudantil. Esse estudo emerge do projeto submetido pelo grupo Grupo de Estudos do Movimento STEM (GEMS) e aprovado pela Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (FAPERGS) no edital SEBRAE/RS 03/2021, intitulado Jornada STEM - RS: Desafios Inovadores no Contexto Escolar, o qual foi destinado para estudantes e professores do ensino médio das escolas públicas do Estado do Rio Grande do Sul. Como metodologia para esta pesquisa utilizou-se o estudo de caso com abordagem qualitativa. Sendo assim, a pesquisa foi desenvolvida em três etapas: 1) Estado da arte das produções acadêmicas sobre a temática deste estudo; 2) entrevista semiestruturada com os docentes tutores das equipes finalistas da Jornada STEM; e 3) grupo focal com os estudantes finalistas da Jornada STEM. Os resultados encontrados referentes à análise da primeira etapa deste estudo apontam a recenticidade do assunto no Brasil, além de um pequeno número de publicações referentes ao tema. Quanto aos resultados da segunda etapa, estes demonstram que segundo os professores os estudantes apresentaram um forte engajamento quanto trata-se principalmente das dimensões afetiva e agenciativa do engajamento estudantil, o que está em consonância com o que se espera de atividades STEM, pois as mesmas buscam o protagonismo estudantil e o estudante como agente da ação, fato que define a dimensão agenciativa. Por fim, quanto à terceira etapa do estudo, os educandos expressaram um maior engajamento na dimensão afetiva, o que está de acordo com a percepção relatada pelos professores tutores. Conclui-se a partir desses resultados a necessidade de maiores estudos sobre o assunto, a fim de compreender as possibilidades que a Educação STEM pode oferecer ao engajamento dos estudantes no processo de ensino-aprendizagem.Universidade Federal de Santa MariaBrasilEducação em CiênciasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasDávila, Eliziane da Silvahttp://lattes.cnpq.br/5041156346108350Padilha, Maria Auxiliadora SoaresVieira, Marcelo Pustilnik de AlmeidaMedeiros, Juliana Guarize2023-06-14T14:47:47Z2023-06-14T14:47:47Z2023-04-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/29417ark:/26339/001300000fxcxporAttribution-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:UFSM2023-06-14T14:47:47Zoai:repositorio.ufsm.br:1/29417Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2024-07-29T10:37:51.740482Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Influências da resolução de atividades STEM no processo de engajamento estudantil
Influences of resolving STEM activities on the student engagement process
title Influências da resolução de atividades STEM no processo de engajamento estudantil
spellingShingle Influências da resolução de atividades STEM no processo de engajamento estudantil
Medeiros, Juliana Guarize
Educação STEM
Engajamento estudantil
Jornada STEM
STEM education
Student engagement
STEM journey
CNPQ::OUTROS::CIENCIAS
title_short Influências da resolução de atividades STEM no processo de engajamento estudantil
title_full Influências da resolução de atividades STEM no processo de engajamento estudantil
title_fullStr Influências da resolução de atividades STEM no processo de engajamento estudantil
title_full_unstemmed Influências da resolução de atividades STEM no processo de engajamento estudantil
title_sort Influências da resolução de atividades STEM no processo de engajamento estudantil
author Medeiros, Juliana Guarize
author_facet Medeiros, Juliana Guarize
author_role author
dc.contributor.none.fl_str_mv Dávila, Eliziane da Silva
http://lattes.cnpq.br/5041156346108350
Padilha, Maria Auxiliadora Soares
Vieira, Marcelo Pustilnik de Almeida
dc.contributor.author.fl_str_mv Medeiros, Juliana Guarize
dc.subject.por.fl_str_mv Educação STEM
Engajamento estudantil
Jornada STEM
STEM education
Student engagement
STEM journey
CNPQ::OUTROS::CIENCIAS
topic Educação STEM
Engajamento estudantil
Jornada STEM
STEM education
Student engagement
STEM journey
CNPQ::OUTROS::CIENCIAS
description Student engagement has been an important aspect when studying teaching and learning processes, being closely linked to issues such as student performance and dropout rates (FREDRICKS; BLUMENFELD; PARIS, 2004). For Fredricks, Blumenfeld and Paris (2004) student engagement is about the relationship formed between the student and their school activities. Bearing in mind the importance of engagement for the educational process and in order to seek new ways to encourage it in schools, we seek to understand its interlocution with STEM Education, an approach that has been widely discussed and researched, which integrates Science, Technology, Engineering and Mathematics, in the search for student leadership and problem solving. Thus, the present study aims to understand whether STEM activities enable or somehow promote student engagement. This study emerges from the project submitted by the Grupo de Estudos do Movimento STEM (GEMS) group and approved by the Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (FAPERGS) in the public notice SEBRAE/RS 03/2021, entitled Jornada STEM - RS: Innovative Challenges in the School Context, which was aimed at high school students and teachers from public schools in the state of Rio Grande do Sul. As a methodology for this research, a case study with a qualitative approach was used. Therefore, the research was developed in three stages: 1) State of the art of academic productions on the theme of this study; 2) semi-structured interview with tutors from the STEM Journey finalist teams; and 3) focus group with the finalist students of Jornada STEM. The results found referring to the analysis of the first stage of this study point to the recentness of the subject in Brazil, in addition to a small number of publications related to the subject. As for the results of the second stage, they demonstrate that, according to the professors, the students showed a strong engagement when it comes mainly to the affective and agency dimensions of student engagement, which is in line with what is expected from STEM activities, as they they seek student protagonism and the student as an agent of action, a fact that defines the agency dimension. Finally, regarding the third stage of the study, students expressed greater engagement in the affective dimension, which is in line with the perception reported by the tutors. It is concluded from these results that further studies on the subject are needed, in order to understand the possibilities that STEM Education can offer to engage students in the teaching-learning process.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-14T14:47:47Z
2023-06-14T14:47:47Z
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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
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