Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/25694 |
Resumo: | The present study used the Problematization Methodology with the Maguerez Arch (MP/AM) to verify students’ perception about the insect’s life cycle. For this, Drosophila melanogaster, popularly known as fruit fly, was used as model. In addition to its use as an experimental model, this insect has been used as a didactic model to support the teaching and learning process. This activity was developed with eighth grade students from a public elementary school in Uruguaiana/RS city. Data were collected through notes taken by participants during the activities, and these were analyzed and categorized. The activity was developed over three weeks, divided into 2 hours/class per week, in the curricular component of science. Results indicated that MP/AM, together with the proposed didactic model, served as a facilitator for the teaching-learning process. Furthermore, the use of MP/AM, allied to D. melanogaster model, made the insects life cycle teaching more interesting and dynamic, as it enabled students to develop skills such as criticality and autonomy. In this way, we infer that diversified strategies for Science Teaching can serve as propellers for the learning improvement, and consequently, for the formation of subjects more able to problematize and critically analyze the world around them. |
id |
UNIFEI_f47963aecd263efabb72441da6279dfb |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/25694 |
network_acronym_str |
UNIFEI |
network_name_str |
Research, Society and Development |
repository_id_str |
|
spelling |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycleEnseñar Ciencias a través de la Problematización: Percepciones de los estudiantes sobre el ciclo de vida de Drosophila melanogasterEnsino de Ciências a partir da Problematização: percepções de educandos acerca do ciclo de vida da Drosophila melanogasterMaguerez ArchScience teachingProblematization MethodologyFruit fly.Arco de MaguerezEnseñanza de las cienciasMetodología de ProblematizaciónMosca de la fruta.Arco de MaguerezEnsino de CiênciasMetodologia da ProblematizaçãoMosca da fruta.The present study used the Problematization Methodology with the Maguerez Arch (MP/AM) to verify students’ perception about the insect’s life cycle. For this, Drosophila melanogaster, popularly known as fruit fly, was used as model. In addition to its use as an experimental model, this insect has been used as a didactic model to support the teaching and learning process. This activity was developed with eighth grade students from a public elementary school in Uruguaiana/RS city. Data were collected through notes taken by participants during the activities, and these were analyzed and categorized. The activity was developed over three weeks, divided into 2 hours/class per week, in the curricular component of science. Results indicated that MP/AM, together with the proposed didactic model, served as a facilitator for the teaching-learning process. Furthermore, the use of MP/AM, allied to D. melanogaster model, made the insects life cycle teaching more interesting and dynamic, as it enabled students to develop skills such as criticality and autonomy. In this way, we infer that diversified strategies for Science Teaching can serve as propellers for the learning improvement, and consequently, for the formation of subjects more able to problematize and critically analyze the world around them.El presente estudio utilizó la Metodología de Problematización con el Arco de Maguerez (MP/AM) para verificar la percepción de los estudiantes sobre el ciclo de vida de los insectos. Como modelo experimental se utilizó la Drosophila melanogaster, conocida popularmente como mosca de la fruta. Además de su uso como modelo experimental, este insecto se ha utilizado como modelo didáctico para apoyar el proceso de enseñanza y aprendizaje. Esta actividad fue desarrollada con estudiantes de octavo grado de una escuela pública en la ciudad de Uruguayana/RS. Los datos fueron recolectados a través de apuntes tomados por los participantes durante las actividades y estos fueron analizados y categorizados. La actividad se desarrolló durante tres semanas, divididas en 2 horas/clase por semana, en el componente curricular de Ciencias. Los resultados indicaron que la MP/AM, junto con el modelo didáctico propuesto, sirvió como facilitador del proceso de enseñanza-aprendizaje. Además, el uso de MP/AM, aliado al modelo de D. melanogaster, hizo más interesante y dinámica la enseñanza del ciclo de vida de los insectos, ya que permitió a los estudiantes desarrollar habilidades como la criticidad y la autonomía. De esta forma, inferimos que estrategias diversificadas para la Enseñanza de las Ciencias pueden servir como propulsores para la mejora de los aprendizajes y, en consecuencia, para la formación de sujetos más capaces de problematizar y analizar críticamente el mundo que les rodea.O presente estudo utilizou a Metodologia da Problematização com o Arco de Maguerez (MP/AM) para verificar a percepção de estudantes sobre o ciclo de vida dos insetos. Para isso, foi utilizada como modelo a Drosophila melanogaster, popularmente conhecida como mosca da fruta. Além de sua utilização como modelo experimental, esse inseto vem sendo empregado como modelo didático de apoio no processo de ensino e aprendizagem. Esta atividade foi desenvolvida com estudantes do oitavo ano de uma escola pública de ensino fundamental da cidade de Uruguaiana/RS. Os dados foram coletados por meio de anotações feitas pelos participantes durante as atividades e após foram analisados e categorizados. A atividade foi desenvolvida ao longo de três semanas, divididas em 2 horas/aula por semana, na componente curricular de Ciências. Os resultados indicaram que a MP/AM, em conjunto com o modelo didático proposto, serviu como facilitadora para o processo de ensino-aprendizagem. Ainda, a utilização da MP/AM, aliada ao modelo D. melanogaster, tornou o ensino do ciclo de vida dos insetos mais interessante e dinâmico, visto que possibilitou aos educandos desenvolverem habilidades como criticidade e autonomia. Dessa forma, inferimos que estratégias diversificadas para o Ensino de Ciências podem servir como propulsoras para a melhoria da aprendizagem e consequentemente para a formação de sujeitos mais aptos a problematizar e analisar de forma crítica o mundo ao seu redor.Research, Society and Development2022-01-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2569410.33448/rsd-v11i2.25694Research, Society and Development; Vol. 11 No. 2; e31411225694Research, Society and Development; Vol. 11 Núm. 2; e31411225694Research, Society and Development; v. 11 n. 2; e314112256942525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/25694/22587Copyright (c) 2022 Aline da Silva Goulart; Ketelin Monique Cavalheiro Kieling; Cátia Silene Carrazoni Lopes Viçosa; Andréia Caroline Fernandes Salgueiro; Vanderlei Folmerhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGoulart, Aline da SilvaKieling, Ketelin Monique Cavalheiro Viçosa, Cátia Silene Carrazoni LopesSalgueiro, Andréia Caroline FernandesFolmer, Vanderlei 2022-02-07T01:42:50Zoai:ojs.pkp.sfu.ca:article/25694Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:43:55.144192Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle Enseñar Ciencias a través de la Problematización: Percepciones de los estudiantes sobre el ciclo de vida de Drosophila melanogaster Ensino de Ciências a partir da Problematização: percepções de educandos acerca do ciclo de vida da Drosophila melanogaster |
title |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle |
spellingShingle |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle Goulart, Aline da Silva Maguerez Arch Science teaching Problematization Methodology Fruit fly. Arco de Maguerez Enseñanza de las ciencias Metodología de Problematización Mosca de la fruta. Arco de Maguerez Ensino de Ciências Metodologia da Problematização Mosca da fruta. |
title_short |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle |
title_full |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle |
title_fullStr |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle |
title_full_unstemmed |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle |
title_sort |
Science Teaching through Problematization: students' perceptions about Drosophila melanogaster life cycle |
author |
Goulart, Aline da Silva |
author_facet |
Goulart, Aline da Silva Kieling, Ketelin Monique Cavalheiro Viçosa, Cátia Silene Carrazoni Lopes Salgueiro, Andréia Caroline Fernandes Folmer, Vanderlei |
author_role |
author |
author2 |
Kieling, Ketelin Monique Cavalheiro Viçosa, Cátia Silene Carrazoni Lopes Salgueiro, Andréia Caroline Fernandes Folmer, Vanderlei |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Goulart, Aline da Silva Kieling, Ketelin Monique Cavalheiro Viçosa, Cátia Silene Carrazoni Lopes Salgueiro, Andréia Caroline Fernandes Folmer, Vanderlei |
dc.subject.por.fl_str_mv |
Maguerez Arch Science teaching Problematization Methodology Fruit fly. Arco de Maguerez Enseñanza de las ciencias Metodología de Problematización Mosca de la fruta. Arco de Maguerez Ensino de Ciências Metodologia da Problematização Mosca da fruta. |
topic |
Maguerez Arch Science teaching Problematization Methodology Fruit fly. Arco de Maguerez Enseñanza de las ciencias Metodología de Problematización Mosca de la fruta. Arco de Maguerez Ensino de Ciências Metodologia da Problematização Mosca da fruta. |
description |
The present study used the Problematization Methodology with the Maguerez Arch (MP/AM) to verify students’ perception about the insect’s life cycle. For this, Drosophila melanogaster, popularly known as fruit fly, was used as model. In addition to its use as an experimental model, this insect has been used as a didactic model to support the teaching and learning process. This activity was developed with eighth grade students from a public elementary school in Uruguaiana/RS city. Data were collected through notes taken by participants during the activities, and these were analyzed and categorized. The activity was developed over three weeks, divided into 2 hours/class per week, in the curricular component of science. Results indicated that MP/AM, together with the proposed didactic model, served as a facilitator for the teaching-learning process. Furthermore, the use of MP/AM, allied to D. melanogaster model, made the insects life cycle teaching more interesting and dynamic, as it enabled students to develop skills such as criticality and autonomy. In this way, we infer that diversified strategies for Science Teaching can serve as propellers for the learning improvement, and consequently, for the formation of subjects more able to problematize and critically analyze the world around them. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-26 |
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/25694 10.33448/rsd-v11i2.25694 |
url |
https://rsdjournal.org/index.php/rsd/article/view/25694 |
identifier_str_mv |
10.33448/rsd-v11i2.25694 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/25694/22587 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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. 2; e31411225694 Research, Society and Development; Vol. 11 Núm. 2; e31411225694 Research, Society and Development; v. 11 n. 2; e31411225694 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_ |
1797052792579293184 |