Modeling in science and mathematics and its implications for learning about sustainability

Detalhes bibliográficos
Autor(a) principal: Scott Puhl, Cassiano
Data de Publicação: 2023
Outros Autores: Lorenzi Filho, Luiz Alberto, Lopes Froehlich, Juliana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/16265
Resumo: This research aims to evaluate the implications of Modeling in Science and Mathematics for high school students' learning about knowledge related to the origin of the Universe and the emergence and maintenance of life on planet Earth. The didactic proposal was planned considering the theoretical assumptions of Modeling in Science and Mathematics as a teaching method that underpinned the planning of this didactic proposal, consisting of three phases: i) perception and apprehension; ii) understanding and explanation; and iii) meaning and expression. The research was characterized as a case study with a qualitative approach, whose participants were 1st year high school students from a public school in the metropolitan region of Porto Alegre, RS. The data collected through questionnaires, mathematical models, and observations was analyzed using inductive textual discourse analysis, and categories emerged from the corpus of analysis. Finally, it was found that most of the students developed cognitively and intellectually and were able to contribute, autonomously and critically, to the construction of knowledge about the origin of the universe, the maintenance of life on Earth, and sustainability. Modeling in Science and Mathematics as a teaching method made it possible to encourage students to be creative and make decisions as protagonists in the school and social spheres. This might make citizens care about the environment and future generations.
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spelling Modeling in science and mathematics and its implications for learning about sustainabilityModelagem em ciências e matemática e suas implicações na aprendizagem sobre sustentabilidadeEnsino de CiênciasModelagem em Ciências e Matemática; Aprendizagem; Sustentabilidade; Ensino MédioModeling in Sciences and Mathematics; Learning; Sustainability; High schoolThis research aims to evaluate the implications of Modeling in Science and Mathematics for high school students' learning about knowledge related to the origin of the Universe and the emergence and maintenance of life on planet Earth. The didactic proposal was planned considering the theoretical assumptions of Modeling in Science and Mathematics as a teaching method that underpinned the planning of this didactic proposal, consisting of three phases: i) perception and apprehension; ii) understanding and explanation; and iii) meaning and expression. The research was characterized as a case study with a qualitative approach, whose participants were 1st year high school students from a public school in the metropolitan region of Porto Alegre, RS. The data collected through questionnaires, mathematical models, and observations was analyzed using inductive textual discourse analysis, and categories emerged from the corpus of analysis. Finally, it was found that most of the students developed cognitively and intellectually and were able to contribute, autonomously and critically, to the construction of knowledge about the origin of the universe, the maintenance of life on Earth, and sustainability. Modeling in Science and Mathematics as a teaching method made it possible to encourage students to be creative and make decisions as protagonists in the school and social spheres. This might make citizens care about the environment and future generations.Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, BrasilEsta pesquisa tem o objetivo de avaliar as implicações da Modelagem em Ciências e Matemática na aprendizagem de estudantes de Ensino Médio sobre conhecimentos relacionados a origem do Universo e o surgimento e manutenção da vida no planeta Terra. A proposta didática foi planejada considerando os pressupostos teóricos da Modelagem em Ciências e Matemática como um método de ensino que fundamentou o planejamento dessa proposta didática, sendo composto de três fases: i) percepção e apreensão; ii) compreensão e explicitação; e iii) significação e expressão. A pesquisa caracterizou-se como um estudo de caso de abordagem qualitativa, cujos participantes são estudantes de 1º ano de Ensino Médio de uma escola pública da região metropolitana de Porto Alegre, RS. Os dados coletados, por meio de questionários, modelo matemático e observações, foram analisados pela Análise Textual Discursiva pelo método indutivo, emergindo categorias a partir do corpus de análise. Por fim, constatou-se que a maioria dos estudantes se desenvolveram cognitivamente e intelectualmente, e puderam contribuir, de forma autônoma e crítica, para a construção do conhecimento acerca da origem do universo, manutenção da vida na Terra e sustentabilidade. A Modelagem em Ciência e Matemática como método de ensino possibilitou fomentar a criatividade e instigar os estudantes na tomada de decisões enquanto protagonistas no âmbito escolar e social, formando assim, possivelmente, cidadãos preocupados com o meio ambiente e com as futuras gerações.Universidade Tecnológica Federal do Paraná (UTFPR)Scott Puhl, CassianoLorenzi Filho, Luiz AlbertoLopes Froehlich, Juliana2023-11-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de Revisãoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1626510.3895/actio.v8n3.16265ACTIO: Teaching in Sciences; v. 8, n. 3 (2023); 1-22ACTIO: Docência em Ciências; v. 8, n. 3 (2023); 1-222525-892310.3895/actio.v8n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/16265/9930https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/16265/2874https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/16265/2875Direitos autorais 2023 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2023-12-28T17:21:41Zoai:periodicos.utfpr:article/16265Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2023-12-28T17:21:41Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Modeling in science and mathematics and its implications for learning about sustainability
Modelagem em ciências e matemática e suas implicações na aprendizagem sobre sustentabilidade
title Modeling in science and mathematics and its implications for learning about sustainability
spellingShingle Modeling in science and mathematics and its implications for learning about sustainability
Scott Puhl, Cassiano
Ensino de Ciências
Modelagem em Ciências e Matemática; Aprendizagem; Sustentabilidade; Ensino Médio
Modeling in Sciences and Mathematics; Learning; Sustainability; High school
title_short Modeling in science and mathematics and its implications for learning about sustainability
title_full Modeling in science and mathematics and its implications for learning about sustainability
title_fullStr Modeling in science and mathematics and its implications for learning about sustainability
title_full_unstemmed Modeling in science and mathematics and its implications for learning about sustainability
title_sort Modeling in science and mathematics and its implications for learning about sustainability
author Scott Puhl, Cassiano
author_facet Scott Puhl, Cassiano
Lorenzi Filho, Luiz Alberto
Lopes Froehlich, Juliana
author_role author
author2 Lorenzi Filho, Luiz Alberto
Lopes Froehlich, Juliana
author2_role author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Scott Puhl, Cassiano
Lorenzi Filho, Luiz Alberto
Lopes Froehlich, Juliana
dc.subject.por.fl_str_mv Ensino de Ciências
Modelagem em Ciências e Matemática; Aprendizagem; Sustentabilidade; Ensino Médio
Modeling in Sciences and Mathematics; Learning; Sustainability; High school
topic Ensino de Ciências
Modelagem em Ciências e Matemática; Aprendizagem; Sustentabilidade; Ensino Médio
Modeling in Sciences and Mathematics; Learning; Sustainability; High school
description This research aims to evaluate the implications of Modeling in Science and Mathematics for high school students' learning about knowledge related to the origin of the Universe and the emergence and maintenance of life on planet Earth. The didactic proposal was planned considering the theoretical assumptions of Modeling in Science and Mathematics as a teaching method that underpinned the planning of this didactic proposal, consisting of three phases: i) perception and apprehension; ii) understanding and explanation; and iii) meaning and expression. The research was characterized as a case study with a qualitative approach, whose participants were 1st year high school students from a public school in the metropolitan region of Porto Alegre, RS. The data collected through questionnaires, mathematical models, and observations was analyzed using inductive textual discourse analysis, and categories emerged from the corpus of analysis. Finally, it was found that most of the students developed cognitively and intellectually and were able to contribute, autonomously and critically, to the construction of knowledge about the origin of the universe, the maintenance of life on Earth, and sustainability. Modeling in Science and Mathematics as a teaching method made it possible to encourage students to be creative and make decisions as protagonists in the school and social spheres. This might make citizens care about the environment and future generations.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-14
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares, Artigos Originais, Artigos de Revisão
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/16265
10.3895/actio.v8n3.16265
url https://periodicos.utfpr.edu.br/actio/article/view/16265
identifier_str_mv 10.3895/actio.v8n3.16265
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/16265/9930
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/16265/2874
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/16265/2875
dc.rights.driver.fl_str_mv Direitos autorais 2023 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2023 ACTIO: Docência em Ciências
http://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 Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 8, n. 3 (2023); 1-22
ACTIO: Docência em Ciências; v. 8, n. 3 (2023); 1-22
2525-8923
10.3895/actio.v8n3
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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