Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3288 |
Resumo: | This study included an analysis of the process of teaching and learning in ecology teaching for research use by an educational space called living laboratory - a construction made up of plants, small animals and decomposers - with high school students. Teaching by research is a methodological approach of constructive character that allows the student to understand the collective and dynamic way of scientific literature, develop logical thinking, develop causal explanations and expand the investigative skills. Thus, to develop a teaching meaningful and contextualized ecology we used the approach to education research for this research. The research took place with students of the third year of high school of a State School in the city of Toledo, a city located in the western region of Paraná. We aimed to investigate the role of a teaching module guided in teaching research for teaching and learning in ecology. The research is qualitative type, where there is concern to understand in depth the complex relationships of a particular situation. We started the research with the implementation of the initial questionnaire for students in the class of 3rd year in order to verify which ecological concepts have been learned, perceived and understood during their school career and how did the learning process of these ecological concepts. At the end of the study the final questionnaire in order to evaluate which were the conceptual rupture occurred during the ecology of educational process research was applied. During the research was the recording of classes, in order to verify the perception and the construction of knowledge of the participants. Also portfolios and other materials produced during the teaching module were analyzed. In addition to field research, a literature review was carried out in books and journal articles with the aim of rescuing the discussions made by theorists on the subject. By studying these documents alongside established research data it was revealed that the ecology of education by research is a methodology that promotes teaching and learning. Data analysis showed that students have prior knowledge, but with great difficulty to relate them with scientific knowledge, needing the constant mediation of the teacher and the school for research facilitates interaction between teachers, students and teaching contents. |
id |
UNIOESTE-1_69807f315b778ab5ea05abc7c122cc33 |
---|---|
oai_identifier_str |
oai:tede.unioeste.br:tede/3288 |
network_acronym_str |
UNIOESTE-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
repository_id_str |
|
spelling |
Fernanda Aparecida, Meglhiorattihttp://lattes.cnpq.br/3719288552692207Polinarski, Celso Aparecidohttp://lattes.cnpq.br/5887561895831576Justina, Lourdes Aparecida Dellahttp://lattes.cnpq.br/7845912489380006Augusto , Thais Gimenez da Silvahttp://lattes.cnpq.br/3813020988062972http://lattes.cnpq.br/6007946039227405Rech, Luciana Roberta Felicetti2018-02-08T12:47:16Z2015-05-25RECH, Luciana Roberta Felicetti. Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem. 2015. 191f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2015.http://tede.unioeste.br/handle/tede/3288This study included an analysis of the process of teaching and learning in ecology teaching for research use by an educational space called living laboratory - a construction made up of plants, small animals and decomposers - with high school students. Teaching by research is a methodological approach of constructive character that allows the student to understand the collective and dynamic way of scientific literature, develop logical thinking, develop causal explanations and expand the investigative skills. Thus, to develop a teaching meaningful and contextualized ecology we used the approach to education research for this research. The research took place with students of the third year of high school of a State School in the city of Toledo, a city located in the western region of Paraná. We aimed to investigate the role of a teaching module guided in teaching research for teaching and learning in ecology. The research is qualitative type, where there is concern to understand in depth the complex relationships of a particular situation. We started the research with the implementation of the initial questionnaire for students in the class of 3rd year in order to verify which ecological concepts have been learned, perceived and understood during their school career and how did the learning process of these ecological concepts. At the end of the study the final questionnaire in order to evaluate which were the conceptual rupture occurred during the ecology of educational process research was applied. During the research was the recording of classes, in order to verify the perception and the construction of knowledge of the participants. Also portfolios and other materials produced during the teaching module were analyzed. In addition to field research, a literature review was carried out in books and journal articles with the aim of rescuing the discussions made by theorists on the subject. By studying these documents alongside established research data it was revealed that the ecology of education by research is a methodology that promotes teaching and learning. Data analysis showed that students have prior knowledge, but with great difficulty to relate them with scientific knowledge, needing the constant mediation of the teacher and the school for research facilitates interaction between teachers, students and teaching contents.A presente pesquisa contemplou uma análise sobre o processo de ensino e aprendizagem no ensino de ecologia por investigação, mediante utilização de um espaço educativo denominado laboratório vivo - um espaço constituído por plantas, pequenos animais e decompositores - com alunos do Ensino Médio. O ensino por investigação é uma abordagem metodológica de caráter construtivista, que permite ao aluno compreender o modo coletivo e dinâmico da produção científica, desenvolver o raciocínio lógico, elaborar explicações causais e ampliar as habilidades investigativas. Dessa forma, para desenvolver um ensino de ecologia significativo e contextualizado, foi utilizada a abordagem do ensino por investigação para esta pesquisa. A pesquisa ocorreu com alunos do terceiro ano do Ensino Médio de um Colégio Estadual do município de Toledo, cidade localizada na região oeste do Paraná. O objetivo foi investigar o papel de um módulo didático pautado no ensino por investigação para o ensino e aprendizagem em ecologia. A pesquisa é do tipo qualitativa, em que há preocupação em entender com profundidade as complexas relações de uma situação particular. Iniciamos a pesquisa com a aplicação do questionário inicial aos alunos que frequentam a turma do 3º ano, a fim de verificar quais conceitos ecológicos foram aprendidos, percebidos e compreendidos durante o seu percurso escolar e como ocorreu o processo de aprendizagem desses conceitos ecológicos. No final da pesquisa, foi aplicado um questionário com o objetivo de avaliar quais foram as rupturas conceituais ocorridas durante o processo de ensino de ecologia por investigação. No decorrer da pesquisa, ocorreu a gravação das aulas, com o intuito de verificar a percepção e a construção do conhecimento dos participantes. Também foram analisados os portfólios e demais materiais produzidos ao longo do módulo didático. Além da pesquisa de campo, foi realizada uma revisão bibliográfica em livros e em artigos de revistas científicas com o objetivo de resgatar as discussões feitas por teóricos no assunto. Com o estudo destes documentos paralelamente aos dados de pesquisas constituídos, foi possível perceber que o ensino de ecologia por investigação é uma metodologia que promove o processo de ensino e aprendizagem. A análise dos dados evidenciou que os alunos possuem conhecimentos prévios, mas com grande dificuldade em relacioná-los com os conhecimentos científicos, precisando da mediação constante do professor e que o ensino por investigação facilita a interação entre professor, alunos e conteúdos de ensino.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-08T12:47:16Z No. of bitstreams: 2 Lucia _Rech2015.pdf: 10595396 bytes, checksum: 751f609cc0b75a80203bc5e68d2e3fba (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-02-08T12:47:16Z (GMT). No. of bitstreams: 2 Lucia _Rech2015.pdf: 10595396 bytes, checksum: 751f609cc0b75a80203bc5e68d2e3fba (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-05-25application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de EcologiaEnsino por investigaçãoProcesso Ensino e AprendizagemEcology of EducationEducation for investigationProcess Teaching and LearningCIENCIAS HUMANAS::EDUCACAOEnsino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagemEcology of Education for research: living laboratory as driver of learning.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006006678066452762177366-240345818910352367reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALLucia _Rech2015.pdfLucia _Rech2015.pdfapplication/pdf10595396http://tede.unioeste.br:8080/tede/bitstream/tede/3288/5/Lucia+_Rech2015.pdf751f609cc0b75a80203bc5e68d2e3fbaMD55CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://tede.unioeste.br:8080/tede/bitstream/tede/3288/2/license_url4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-80http://tede.unioeste.br:8080/tede/bitstream/tede/3288/3/license_textd41d8cd98f00b204e9800998ecf8427eMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://tede.unioeste.br:8080/tede/bitstream/tede/3288/4/license_rdfd41d8cd98f00b204e9800998ecf8427eMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/3288/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/32882018-02-08 10:47:16.812oai:tede.unioeste.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2018-02-08T12:47:16Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem |
dc.title.alternative.eng.fl_str_mv |
Ecology of Education for research: living laboratory as driver of learning. |
title |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem |
spellingShingle |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem Rech, Luciana Roberta Felicetti Ensino de Ecologia Ensino por investigação Processo Ensino e Aprendizagem Ecology of Education Education for investigation Process Teaching and Learning CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem |
title_full |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem |
title_fullStr |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem |
title_full_unstemmed |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem |
title_sort |
Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem |
author |
Rech, Luciana Roberta Felicetti |
author_facet |
Rech, Luciana Roberta Felicetti |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fernanda Aparecida, Meglhioratti |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3719288552692207 |
dc.contributor.referee1.fl_str_mv |
Polinarski, Celso Aparecido |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5887561895831576 |
dc.contributor.referee2.fl_str_mv |
Justina, Lourdes Aparecida Della |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7845912489380006 |
dc.contributor.referee3.fl_str_mv |
Augusto , Thais Gimenez da Silva |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3813020988062972 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6007946039227405 |
dc.contributor.author.fl_str_mv |
Rech, Luciana Roberta Felicetti |
contributor_str_mv |
Fernanda Aparecida, Meglhioratti Polinarski, Celso Aparecido Justina, Lourdes Aparecida Della Augusto , Thais Gimenez da Silva |
dc.subject.por.fl_str_mv |
Ensino de Ecologia Ensino por investigação Processo Ensino e Aprendizagem |
topic |
Ensino de Ecologia Ensino por investigação Processo Ensino e Aprendizagem Ecology of Education Education for investigation Process Teaching and Learning CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Ecology of Education Education for investigation Process Teaching and Learning |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study included an analysis of the process of teaching and learning in ecology teaching for research use by an educational space called living laboratory - a construction made up of plants, small animals and decomposers - with high school students. Teaching by research is a methodological approach of constructive character that allows the student to understand the collective and dynamic way of scientific literature, develop logical thinking, develop causal explanations and expand the investigative skills. Thus, to develop a teaching meaningful and contextualized ecology we used the approach to education research for this research. The research took place with students of the third year of high school of a State School in the city of Toledo, a city located in the western region of Paraná. We aimed to investigate the role of a teaching module guided in teaching research for teaching and learning in ecology. The research is qualitative type, where there is concern to understand in depth the complex relationships of a particular situation. We started the research with the implementation of the initial questionnaire for students in the class of 3rd year in order to verify which ecological concepts have been learned, perceived and understood during their school career and how did the learning process of these ecological concepts. At the end of the study the final questionnaire in order to evaluate which were the conceptual rupture occurred during the ecology of educational process research was applied. During the research was the recording of classes, in order to verify the perception and the construction of knowledge of the participants. Also portfolios and other materials produced during the teaching module were analyzed. In addition to field research, a literature review was carried out in books and journal articles with the aim of rescuing the discussions made by theorists on the subject. By studying these documents alongside established research data it was revealed that the ecology of education by research is a methodology that promotes teaching and learning. Data analysis showed that students have prior knowledge, but with great difficulty to relate them with scientific knowledge, needing the constant mediation of the teacher and the school for research facilitates interaction between teachers, students and teaching contents. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-05-25 |
dc.date.accessioned.fl_str_mv |
2018-02-08T12:47:16Z |
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.citation.fl_str_mv |
RECH, Luciana Roberta Felicetti. Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem. 2015. 191f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2015. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3288 |
identifier_str_mv |
RECH, Luciana Roberta Felicetti. Ensino de Ecologia por investigação: laboratório vivo como propulsor da aprendizagem. 2015. 191f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2015. |
url |
http://tede.unioeste.br/handle/tede/3288 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-8451285793228477937 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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 Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
instname_str |
Universidade Estadual do Oeste do Paraná (UNIOESTE) |
instacron_str |
UNIOESTE |
institution |
UNIOESTE |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
collection |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
bitstream.url.fl_str_mv |
http://tede.unioeste.br:8080/tede/bitstream/tede/3288/5/Lucia+_Rech2015.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/3288/2/license_url http://tede.unioeste.br:8080/tede/bitstream/tede/3288/3/license_text http://tede.unioeste.br:8080/tede/bitstream/tede/3288/4/license_rdf http://tede.unioeste.br:8080/tede/bitstream/tede/3288/1/license.txt |
bitstream.checksum.fl_str_mv |
751f609cc0b75a80203bc5e68d2e3fba 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
_version_ |
1811723387994636288 |