Iniciação à ciência: uma análise de atividades investigativas com crianças

Detalhes bibliográficos
Autor(a) principal: Vogt, Catherine Flor Geraldi
Data de Publicação: 2020
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/5244
Resumo: The initiation to Science for children should provide attitudes that promote the construction of school scientific knowledge, in view of the exploration of the physical and chemical world. In view of this, we seek to develop this performance, supporting our research in investigative activities, because one of the possibilities of doing Science, at school, is through - Experimentation. The subjects are students from eight to nine years old, belonging to a multi-grade class of 3rd and 4th year of a public rural school located in the interior of the city of Toledo / PR. Through an adaptation of science activities at progressive levels of investigation, authored by Banchi and Bell (2008), children had the opportunity to participate in a sequence of experimental activities at four levels of investigation. At Level 1, children receive a question, procedure and solution, so they are guided in a closed script. The proposal is to confirm which methods conserve food. In the Level 2 activity, children receive only one question and procedure, the purpose of which was to find out which components are present in the milk. At Level 3, children receive only one question, so the proposal is more open, to prepare a cake recipe and prepare it. At Level 4 of investigation, children receive only one research topic, so they must develop a project (with a question, procedure and solution) addressing the subject “reuse and / or recycling of food scraps” and present at a Food Fair. Sciences. For each activity, we propose teaching situations - Question, Procedure, Solution and Observation, which determines how much information the teacher provides to the student. This effort aimed to investigate the contributions of these activities to school scientific initiation, from the perspective of a “grid of indicators” by Astolfi et al. (1998). We made a digital photo camera available for the children to make records. For the construction of data, we used a video camera, transcriptions of the children's speeches and photographic records produced by them. From these elements, we build narratives for analysis. As a result, it was possible to identify the ability that children demonstrated to work in research activities at level 1, 2 and 3. At level 4, some of them had difficulties to develop an open investigation on their own. We chose this type of approach because we believe that children feel confident within this process and at the same time develop the capacity for initiative, questioning and creation that lead to school science initiation.
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spelling Cunha, Marcia Borin dahttp://lattes.cnpq.br/3220989633467080Rezzadori, Cristiane Beatriz Dal Boscohttp://lattes.cnpq.br/3240402477178027Strieder, Dulce Mariahttp://lattes.cnpq.br/4981747301070724Ritter, Olga Maria Schimidthttp://lattes.cnpq.br/2302487171301508http://lattes.cnpq.br/3788274976188402Vogt, Catherine Flor Geraldi2021-03-02T17:16:47Z2020-03-09VOGT, Catherine Flor Geraldi. Iniciação à ciência: uma análise de atividades investigativas com crianças. 2020. 191 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel.http://tede.unioeste.br/handle/tede/5244The initiation to Science for children should provide attitudes that promote the construction of school scientific knowledge, in view of the exploration of the physical and chemical world. In view of this, we seek to develop this performance, supporting our research in investigative activities, because one of the possibilities of doing Science, at school, is through - Experimentation. The subjects are students from eight to nine years old, belonging to a multi-grade class of 3rd and 4th year of a public rural school located in the interior of the city of Toledo / PR. Through an adaptation of science activities at progressive levels of investigation, authored by Banchi and Bell (2008), children had the opportunity to participate in a sequence of experimental activities at four levels of investigation. At Level 1, children receive a question, procedure and solution, so they are guided in a closed script. The proposal is to confirm which methods conserve food. In the Level 2 activity, children receive only one question and procedure, the purpose of which was to find out which components are present in the milk. At Level 3, children receive only one question, so the proposal is more open, to prepare a cake recipe and prepare it. At Level 4 of investigation, children receive only one research topic, so they must develop a project (with a question, procedure and solution) addressing the subject “reuse and / or recycling of food scraps” and present at a Food Fair. Sciences. For each activity, we propose teaching situations - Question, Procedure, Solution and Observation, which determines how much information the teacher provides to the student. This effort aimed to investigate the contributions of these activities to school scientific initiation, from the perspective of a “grid of indicators” by Astolfi et al. (1998). We made a digital photo camera available for the children to make records. For the construction of data, we used a video camera, transcriptions of the children's speeches and photographic records produced by them. From these elements, we build narratives for analysis. As a result, it was possible to identify the ability that children demonstrated to work in research activities at level 1, 2 and 3. At level 4, some of them had difficulties to develop an open investigation on their own. We chose this type of approach because we believe that children feel confident within this process and at the same time develop the capacity for initiative, questioning and creation that lead to school science initiation.A iniciação à Ciência para as crianças deve propiciar atitudes que promovam a construção do conhecimento científico escolar, frente à exploração do mundo físico e químico. Em vista disso, buscamos desenvolver essa performance, apoiando nossa pesquisa em atividades investigativas, pois uma das possibilidades de fazer Ciência, na escola, é por meio da Experimentação. Os sujeitos são estudantes de oito e nove anos de idade, pertencentes a uma turma multisseriada de 3º e 4º ano de uma escola rural pública localizada no interior do município de Toledo/PR. Por meio de uma adaptação de atividades de Ciências em níveis progressivos de investigação, de autoria de Banchi e Bell (2008), as crianças tiveram a oportunidade de participar de uma sequência de atividades experimentais em quatro níveis de investigação. No Nível 1, as crianças receberam uma questão, o procedimento e a solução, de forma que foram orientadas num roteiro fechado. A proposta era que confirmassem quais métodos conservam os alimentos. Na atividade de Nível 2, as crianças receberam apenas uma questão e o procedimento, cuja proposta foi encontrar quais são os componentes do leite. No Nível 3, as crianças receberam apenas uma questão, sendo, portanto, uma proposta mais aberta, que foi a de elaborar uma receita de bolo e prepará-lo. No Nível 4 de investigação, as crianças receberam apenas um tema de pesquisa, devendo, assim, desenvolver um projeto (com uma questão, procedimento e solução) abordando o assunto “reutilização e/ou reciclagem de restos de alimentos”. Para cada atividade propusemos situações de ensino - Questão, Procedimento, Solução e Observação, metodologia que determina o quanto de informação o professor fornece ao estudante. Esse esforço objetivou investigar as contribuições dessas atividades para a iniciação científica escolar, sob a ótica de uma “grelha de indicadores” de autoria de Astolfi et al. (1998). Para a construção de dados utilizamos uma câmera de vídeo, transcrições das falas das crianças e registros fotográficos produzidos por elas. Para tanto disponibilizamos uma câmera fotográfica digital para que as crianças fizessem os registros. A partir de tais elementos, construímos narrativas para a análise. Como resultado, foi possível identificar a capacidade que as crianças demonstraram ao trabalhar nas atividades de investigação nos níveis 1, 2 e 3. Já no Nível 4, algumas delas apresentaram dificuldades de elaborar por conta própria uma investigação aberta. Optamos por esse tipo de abordagem por acreditar que as crianças se sentem confiantes dentro desse processo, o qual lhes permite desenvolver sua capacidade de iniciativa, de questionamento e de criação, o que leva à iniciação à ciência escolar.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2021-03-02T17:16:47Z No. of bitstreams: 2 Catherine Flor Geraldi Vogt.pdf: 5191129 bytes, checksum: 709e3ae4de233a9eb890e2f1ba38828c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-03-02T17:16:47Z (GMT). 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dc.title.por.fl_str_mv Iniciação à ciência: uma análise de atividades investigativas com crianças
dc.title.alternative.eng.fl_str_mv The initiation to science: an analysis of investigative activities with children
title Iniciação à ciência: uma análise de atividades investigativas com crianças
spellingShingle Iniciação à ciência: uma análise de atividades investigativas com crianças
Vogt, Catherine Flor Geraldi
Ensino de Ciências
Atividades experimentais
Níveis progressivos de investigação
Iniciação Científica
Crianças
Science teaching
Experimental activities
Progressive levels of research
Scientific research
Children
Educação em Ciências e Educação Matemática
title_short Iniciação à ciência: uma análise de atividades investigativas com crianças
title_full Iniciação à ciência: uma análise de atividades investigativas com crianças
title_fullStr Iniciação à ciência: uma análise de atividades investigativas com crianças
title_full_unstemmed Iniciação à ciência: uma análise de atividades investigativas com crianças
title_sort Iniciação à ciência: uma análise de atividades investigativas com crianças
author Vogt, Catherine Flor Geraldi
author_facet Vogt, Catherine Flor Geraldi
author_role author
dc.contributor.advisor1.fl_str_mv Cunha, Marcia Borin da
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/3220989633467080
dc.contributor.referee1.fl_str_mv Rezzadori, Cristiane Beatriz Dal Bosco
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/3240402477178027
dc.contributor.referee2.fl_str_mv Strieder, Dulce Maria
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/4981747301070724
dc.contributor.referee3.fl_str_mv Ritter, Olga Maria Schimidt
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/2302487171301508
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3788274976188402
dc.contributor.author.fl_str_mv Vogt, Catherine Flor Geraldi
contributor_str_mv Cunha, Marcia Borin da
Rezzadori, Cristiane Beatriz Dal Bosco
Strieder, Dulce Maria
Ritter, Olga Maria Schimidt
dc.subject.por.fl_str_mv Ensino de Ciências
Atividades experimentais
Níveis progressivos de investigação
Iniciação Científica
Crianças
topic Ensino de Ciências
Atividades experimentais
Níveis progressivos de investigação
Iniciação Científica
Crianças
Science teaching
Experimental activities
Progressive levels of research
Scientific research
Children
Educação em Ciências e Educação Matemática
dc.subject.eng.fl_str_mv Science teaching
Experimental activities
Progressive levels of research
Scientific research
Children
dc.subject.cnpq.fl_str_mv Educação em Ciências e Educação Matemática
description The initiation to Science for children should provide attitudes that promote the construction of school scientific knowledge, in view of the exploration of the physical and chemical world. In view of this, we seek to develop this performance, supporting our research in investigative activities, because one of the possibilities of doing Science, at school, is through - Experimentation. The subjects are students from eight to nine years old, belonging to a multi-grade class of 3rd and 4th year of a public rural school located in the interior of the city of Toledo / PR. Through an adaptation of science activities at progressive levels of investigation, authored by Banchi and Bell (2008), children had the opportunity to participate in a sequence of experimental activities at four levels of investigation. At Level 1, children receive a question, procedure and solution, so they are guided in a closed script. The proposal is to confirm which methods conserve food. In the Level 2 activity, children receive only one question and procedure, the purpose of which was to find out which components are present in the milk. At Level 3, children receive only one question, so the proposal is more open, to prepare a cake recipe and prepare it. At Level 4 of investigation, children receive only one research topic, so they must develop a project (with a question, procedure and solution) addressing the subject “reuse and / or recycling of food scraps” and present at a Food Fair. Sciences. For each activity, we propose teaching situations - Question, Procedure, Solution and Observation, which determines how much information the teacher provides to the student. This effort aimed to investigate the contributions of these activities to school scientific initiation, from the perspective of a “grid of indicators” by Astolfi et al. (1998). We made a digital photo camera available for the children to make records. For the construction of data, we used a video camera, transcriptions of the children's speeches and photographic records produced by them. From these elements, we build narratives for analysis. As a result, it was possible to identify the ability that children demonstrated to work in research activities at level 1, 2 and 3. At level 4, some of them had difficulties to develop an open investigation on their own. We chose this type of approach because we believe that children feel confident within this process and at the same time develop the capacity for initiative, questioning and creation that lead to school science initiation.
publishDate 2020
dc.date.issued.fl_str_mv 2020-03-09
dc.date.accessioned.fl_str_mv 2021-03-02T17:16:47Z
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dc.identifier.citation.fl_str_mv VOGT, Catherine Flor Geraldi. Iniciação à ciência: uma análise de atividades investigativas com crianças. 2020. 191 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel.
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identifier_str_mv VOGT, Catherine Flor Geraldi. Iniciação à ciência: uma análise de atividades investigativas com crianças. 2020. 191 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel.
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