Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom

Detalhes bibliográficos
Autor(a) principal: Tebaldi-Reis, Larissa
Data de Publicação: 2022
Outros Autores: Bevilacqua, Gabriela Dias, Coutinho-Silva, Robson
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/39239
Resumo: This study constituted a design-based research that aimed to analyze the articulation of themes of relevance for the understanding of the epistemology of sciences in the perspective of Inquiry. The research was carried out in a federal school and involved 64 high school students in three cycles of application of an teaching learning sequence (TLS) that relates scientific method with ecology in a problem situation about agriculture. The TLS was designed, applied, evaluated, redesigned and reapplied in the remote teaching model. As a result, we found that the TLS had the potential to promote skills and abilities described in the National Common Curricular Base, contemplating the promotion of the scientific literacy of the participants. The evaluation of the TSL carried out by the students revealed the importance of scaffolds in remote teaching, as well as revealing difficulties related to social isolation. The positive results of the research suggest the application of this TLS in presential teaching, to assess its potential in the teaching-learning process without the variables of remote teaching.
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spelling Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroomLa investigación basada en el diseño como guía para la construcción de secuencias docentes investigativas: método científico y ecología en el aulaA pesquisa baseada em design como norteadora da construção de sequências de ensino investigativas: método científico e ecologia em sala de aula Remote teachingHigh schoolScientific literacyDidactic sequencesInquiry.enseñanza a distanciaescuela secundariasecuencias didácticasalfabetización científicaenseñanza basada en la indagaciónEnsino remotoEnsino médioAlfabetização científSequência didáticaEnsino de ciências por investigação.This study constituted a design-based research that aimed to analyze the articulation of themes of relevance for the understanding of the epistemology of sciences in the perspective of Inquiry. The research was carried out in a federal school and involved 64 high school students in three cycles of application of an teaching learning sequence (TLS) that relates scientific method with ecology in a problem situation about agriculture. The TLS was designed, applied, evaluated, redesigned and reapplied in the remote teaching model. As a result, we found that the TLS had the potential to promote skills and abilities described in the National Common Curricular Base, contemplating the promotion of the scientific literacy of the participants. The evaluation of the TSL carried out by the students revealed the importance of scaffolds in remote teaching, as well as revealing difficulties related to social isolation. The positive results of the research suggest the application of this TLS in presential teaching, to assess its potential in the teaching-learning process without the variables of remote teaching.Este estudio consiste en una investigación basada en el diseño que tuvo como objetivo analizar la articulación de temas de relevancia para la comprensión de la epistemología de las ciencias en la perspectiva de la Indagación. La investigación se llevó a cabo en una escuela federal e involucró a 64 estudiantes de secundaria en tres ciclos de aplicación de una secuencia didáctica investigativa (SDI) que relaciona el método científico con la ecología en una situación problema sobre la agricultura. Se diseñó, aplicó, evaluó, rediseñó y volvió a aplicar el SDI en el modelo de enseñanza a distancia. Como resultado, encontramos que el SDI tenía el potencial para promover habilidades y destrezas descritas en la Base Curricular Común Nacional, contemplando la promoción de la alfabetización científica de los participantes. La evaluación del SDI realizada por los estudiantes reveló la importancia de los andamios en la enseñanza a distancia, además de revelar dificultades relacionadas con el aislamiento social. Los resultados positivos de la investigación sugieren la aplicación de este SDI en la enseñanza presencial, para evaluar su potencial en el proceso de enseñanza-aprendizaje sin las variables de la enseñanza a distancia.Este estudo consiste em uma pesquisa baseada em design (DBR – design-based research) que teve como objetivo analisar a articulação de temáticas de relevância para a compreensão da epistemologia das ciências na perspectiva do Ensino de Ciências por Investigação (EnCI). A pesquisa foi realizada em uma escola federal do Rio de Janeiro e envolveu 64 estudantes do ensino médio em três ciclos de aplicação de uma sequência de ensino investigativa (SEI) que relaciona método científico com ecologia numa situação-problema sobre agricultura. A SEI foi construída, aplicada, avaliada, redesenhada e reaplicada no modelo de ensino remoto. Como resultados verificamos que a SEI apresentou potencial para promover competências e habilidades descritas na Base Nacional Comum Curricular (BNCC), contemplando a promoção da alfabetização científica (AC) dos participantes. A avaliação da SEI feita pelos estudantes revelou a importância da estruturação para o EnCI, especialmente no ensino remoto, assim como revelou dificuldades dos estudantes referentes ao isolamento social. Os resultados positivos da pesquisa sugerem a aplicação desta SEI também no ensino presencial, para avaliação de seu potencial no processo de ensino aprendizagem sem as variáveis do ensino remoto.Research, Society and Development2022-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3923910.33448/rsd-v11i17.39239Research, Society and Development; Vol. 11 No. 17; e275111739239Research, Society and Development; Vol. 11 Núm. 17; e275111739239Research, Society and Development; v. 11 n. 17; e2751117392392525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/39239/32300Copyright (c) 2022 Larissa Tebaldi-Reis; Gabriela Dias Bevilacqua; Robson Coutinho-Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTebaldi-Reis, LarissaBevilacqua, Gabriela DiasCoutinho-Silva, Robson2022-12-28T13:53:48Zoai:ojs.pkp.sfu.ca:article/39239Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:52:33.543025Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
La investigación basada en el diseño como guía para la construcción de secuencias docentes investigativas: método científico y ecología en el aula
A pesquisa baseada em design como norteadora da construção de sequências de ensino investigativas: método científico e ecologia em sala de aula
title Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
spellingShingle Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
Tebaldi-Reis, Larissa
Remote teaching
High school
Scientific literacy
Didactic sequences
Inquiry.
enseñanza a distancia
escuela secundaria
secuencias didácticas
alfabetización científica
enseñanza basada en la indagación
Ensino remoto
Ensino médio
Alfabetização científ
Sequência didática
Ensino de ciências por investigação.
title_short Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
title_full Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
title_fullStr Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
title_full_unstemmed Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
title_sort Design-based research as a guide for the construction of inquiry teaching learning sequences: scientific method and ecology in the classroom
author Tebaldi-Reis, Larissa
author_facet Tebaldi-Reis, Larissa
Bevilacqua, Gabriela Dias
Coutinho-Silva, Robson
author_role author
author2 Bevilacqua, Gabriela Dias
Coutinho-Silva, Robson
author2_role author
author
dc.contributor.author.fl_str_mv Tebaldi-Reis, Larissa
Bevilacqua, Gabriela Dias
Coutinho-Silva, Robson
dc.subject.por.fl_str_mv Remote teaching
High school
Scientific literacy
Didactic sequences
Inquiry.
enseñanza a distancia
escuela secundaria
secuencias didácticas
alfabetización científica
enseñanza basada en la indagación
Ensino remoto
Ensino médio
Alfabetização científ
Sequência didática
Ensino de ciências por investigação.
topic Remote teaching
High school
Scientific literacy
Didactic sequences
Inquiry.
enseñanza a distancia
escuela secundaria
secuencias didácticas
alfabetización científica
enseñanza basada en la indagación
Ensino remoto
Ensino médio
Alfabetização científ
Sequência didática
Ensino de ciências por investigação.
description This study constituted a design-based research that aimed to analyze the articulation of themes of relevance for the understanding of the epistemology of sciences in the perspective of Inquiry. The research was carried out in a federal school and involved 64 high school students in three cycles of application of an teaching learning sequence (TLS) that relates scientific method with ecology in a problem situation about agriculture. The TLS was designed, applied, evaluated, redesigned and reapplied in the remote teaching model. As a result, we found that the TLS had the potential to promote skills and abilities described in the National Common Curricular Base, contemplating the promotion of the scientific literacy of the participants. The evaluation of the TSL carried out by the students revealed the importance of scaffolds in remote teaching, as well as revealing difficulties related to social isolation. The positive results of the research suggest the application of this TLS in presential teaching, to assess its potential in the teaching-learning process without the variables of remote teaching.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-27
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://rsdjournal.org/index.php/rsd/article/view/39239
10.33448/rsd-v11i17.39239
url https://rsdjournal.org/index.php/rsd/article/view/39239
identifier_str_mv 10.33448/rsd-v11i17.39239
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/39239/32300
dc.rights.driver.fl_str_mv Copyright (c) 2022 Larissa Tebaldi-Reis; Gabriela Dias Bevilacqua; Robson Coutinho-Silva
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Larissa Tebaldi-Reis; Gabriela Dias Bevilacqua; Robson Coutinho-Silva
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 17; e275111739239
Research, Society and Development; Vol. 11 Núm. 17; e275111739239
Research, Society and Development; v. 11 n. 17; e275111739239
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052732296658944

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