Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective

Detalhes bibliográficos
Autor(a) principal: Silva, Renata Custódio da
Data de Publicação: 2020
Outros Autores: Bizerra, Ayla Márcia Cordeiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/2980
Resumo: This work discusses Ausubel's Theory of Meaningful Learning and Vygotsky's Proximal Development Zone concept, and his contributions to the teaching of Chemistry, articulating methodologies that encourage the participation of students in this process. Therefore, its objective is to present an approach about investigating research articulated to problem situations as a teaching method of Chemistry relating it to the theory of Meaningful Learning (AS) by David Ausubel (1980; 2000) and the concept of Proximal Development Zone (ZDP) by Lev Vygotsky (2007). The methodology used is characterized as exploratory research, based on bibliography, since it is based on analysis of books, scientific articles, monographs and dissertations. The analyzes show that these methodologies, when contextualized with the student's reality, instigate curiosity and encourage the search for knowledge, also, when articulated to the AS and the ZDP, they facilitate the relationship between Chemistry and everyday life and the understanding of scientific concepts, favoring meaningful learning and the development of students' autonomy.
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spelling Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspectiveLa experimentación investigativa como práctica docente en química desde una perspectiva Ausubeliana y VygotskynaA experimentação investigativa como prática de ensino de Química numa perspectiva Ausubeliana e VygotskynianaTeoría del Aprendizaje SignificativoZona de Desarrollo ProximalEnseñanza QuímicaTeoria da Aprendizagem SignificativaZona de Desenvolvimento ProximalEnsino de Química.Theory of Meaningful LearningProximal Development Zoneteaching of Chemistry.This work discusses Ausubel's Theory of Meaningful Learning and Vygotsky's Proximal Development Zone concept, and his contributions to the teaching of Chemistry, articulating methodologies that encourage the participation of students in this process. Therefore, its objective is to present an approach about investigating research articulated to problem situations as a teaching method of Chemistry relating it to the theory of Meaningful Learning (AS) by David Ausubel (1980; 2000) and the concept of Proximal Development Zone (ZDP) by Lev Vygotsky (2007). The methodology used is characterized as exploratory research, based on bibliography, since it is based on analysis of books, scientific articles, monographs and dissertations. The analyzes show that these methodologies, when contextualized with the student's reality, instigate curiosity and encourage the search for knowledge, also, when articulated to the AS and the ZDP, they facilitate the relationship between Chemistry and everyday life and the understanding of scientific concepts, favoring meaningful learning and the development of students' autonomy.Este trabajo presenta la Teoría del Aprendizaje Significativo de Ausubel y el concepto de Zona de Desarrollo Proximal de Vygotsky, y sus contribuciones para la enseñanza de química articulando metodologías que alientan la participación de los alumnos en este proceso. Por lo tanto, su objetivo es presentar un enfoque sobre la experimentación investigativa articulada con situaciones problematizadoras como metodología de enseñanza de química, haciendo una relación con la teoría del Aprendizaje Significativo (AS) de David Ausubel (1980;2000) y con el concepto de Zona de Desarrollo Proximal de Vygotsky (2007). La metodología utilizada caracterizase como investigación exploratoria, de basas bibliográficas, una vez que está hecha a través de análisis de libros, artículos científicos, trabajos de fin de grado y disertaciones. Los análisis apuntan que esas metodologías cuando contextualizadas con la realidad del alumno incentivan la curiosidad y la busca por el conocimiento y cuando articulada al AS y al ZDP, facilitan la relación de la química con el cotidiano y la comprensión de los conceptos científicos favoreciendo el aprendizaje significativo y el desarrollo de la autonomía de los estudiantes.Esse trabalho discute a Teoria da Aprendizagem Significativa de Ausubel e o conceito de Zona de Desenvolvimento Proximal de Vygotsky, e suas contribuições para o ensino de Química, articulando com metodologias que incentivem a participação dos alunos nesse processo. Portanto, seu objetivo é apresentar uma abordagem acerca da experimentação investigava articulada a situações problemas como método de ensino de química relacionando-a à teoria da aprendizagem significativa (as) de david ausubel (1980; 2000) e ao conceito de zona de desenvolvimento proximal (zdp) de lev vygotsky (2007). A metodologia utilizada é caracterizada como uma pesquisa exploratória, de base bibliográfica, uma vez que está pautada em análises de livros, artigos científicos, monografias e dissertações.  As análises apontam que essas metodologias, quando contextualizadas com a realidade do aluno, instigam a curiosidade e incentivam a busca pelo conhecimento, além disso, quando articuladas à AS e a ZDP, facilitam a relação da química com o cotidiano e a compreensão dos conceitos científicos, favorecendo a aprendizagem significativa e o desenvolvimento da autonomia dos alunos.Research, Society and Development2020-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/298010.33448/rsd-v9i4.2980Research, Society and Development; Vol. 9 No. 4; e136942980Research, Society and Development; Vol. 9 Núm. 4; e136942980Research, Society and Development; v. 9 n. 4; e1369429802525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/2980/2193Copyright (c) 2020 Renata Custódio da Silva, Ayla Márcia Cordeiro Bizerrainfo:eu-repo/semantics/openAccessSilva, Renata Custódio daBizerra, Ayla Márcia Cordeiro2020-08-20T18:07:16Zoai:ojs.pkp.sfu.ca:article/2980Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:21.054278Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
La experimentación investigativa como práctica docente en química desde una perspectiva Ausubeliana y Vygotskyna
A experimentação investigativa como prática de ensino de Química numa perspectiva Ausubeliana e Vygotskyniana
title Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
spellingShingle Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
Silva, Renata Custódio da
Teoría del Aprendizaje Significativo
Zona de Desarrollo Proximal
Enseñanza Química
Teoria da Aprendizagem Significativa
Zona de Desenvolvimento Proximal
Ensino de Química.
Theory of Meaningful Learning
Proximal Development Zone
teaching of Chemistry.
title_short Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
title_full Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
title_fullStr Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
title_full_unstemmed Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
title_sort Investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective
author Silva, Renata Custódio da
author_facet Silva, Renata Custódio da
Bizerra, Ayla Márcia Cordeiro
author_role author
author2 Bizerra, Ayla Márcia Cordeiro
author2_role author
dc.contributor.author.fl_str_mv Silva, Renata Custódio da
Bizerra, Ayla Márcia Cordeiro
dc.subject.por.fl_str_mv Teoría del Aprendizaje Significativo
Zona de Desarrollo Proximal
Enseñanza Química
Teoria da Aprendizagem Significativa
Zona de Desenvolvimento Proximal
Ensino de Química.
Theory of Meaningful Learning
Proximal Development Zone
teaching of Chemistry.
topic Teoría del Aprendizaje Significativo
Zona de Desarrollo Proximal
Enseñanza Química
Teoria da Aprendizagem Significativa
Zona de Desenvolvimento Proximal
Ensino de Química.
Theory of Meaningful Learning
Proximal Development Zone
teaching of Chemistry.
description This work discusses Ausubel's Theory of Meaningful Learning and Vygotsky's Proximal Development Zone concept, and his contributions to the teaching of Chemistry, articulating methodologies that encourage the participation of students in this process. Therefore, its objective is to present an approach about investigating research articulated to problem situations as a teaching method of Chemistry relating it to the theory of Meaningful Learning (AS) by David Ausubel (1980; 2000) and the concept of Proximal Development Zone (ZDP) by Lev Vygotsky (2007). The methodology used is characterized as exploratory research, based on bibliography, since it is based on analysis of books, scientific articles, monographs and dissertations. The analyzes show that these methodologies, when contextualized with the student's reality, instigate curiosity and encourage the search for knowledge, also, when articulated to the AS and the ZDP, they facilitate the relationship between Chemistry and everyday life and the understanding of scientific concepts, favoring meaningful learning and the development of students' autonomy.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-21
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/2980
10.33448/rsd-v9i4.2980
url https://rsdjournal.org/index.php/rsd/article/view/2980
identifier_str_mv 10.33448/rsd-v9i4.2980
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/2980/2193
dc.rights.driver.fl_str_mv Copyright (c) 2020 Renata Custódio da Silva, Ayla Márcia Cordeiro Bizerra
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Renata Custódio da Silva, Ayla Márcia Cordeiro Bizerra
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. 9 No. 4; e136942980
Research, Society and Development; Vol. 9 Núm. 4; e136942980
Research, Society and Development; v. 9 n. 4; e136942980
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_ 1797052646874415104

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