Contributions of pedagogical resources on skin cancer for science literacy in elementary school
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por spa |
Título da fonte: | Actio (Curitiba) |
Texto Completo: | https://periodicos.utfpr.edu.br/actio/article/view/10504 |
Resumo: | According to the National Cancer Institute (INCA, 2018), children are exposed to the sun three times more than adults annually. Research indicates that childhood is a particularly vulnerable phase to the sun's harmful effects. Cumulative and excessive exposure to it during the first 10 to 20 years of life greatly increases the risk of skin cancer in adulthood or old age. Therefore, this study evaluated assessed the contributions of the use of ludic-interactive pedagogical resources comprising the skin cancer issue for the promotion of Scientific Literacy of students from the 3rd to the 9th of Elementary School from two rural public schools. The research applied a qualitative multiple cases study methodology. A workshop was conducted, in which the students received a paradidactic booklet, a folder and a flyer approaching the skin cancer issue. The students interacted with the material and could take it home. The field notes, the questionnaires and a text written by the students about the discussed issue were used as the data collection instrument. The methodology employed for processing the data was based on descriptive statistics and content analysis. Results evidenced that the pedagogical resources allowed the organization, appropriation and apprehension of scientific concepts towards the causes, prevention and identification of skin cancer. It was also possible to highlight several indicators of scientific literacy, as well as the construction of sense and meaning, enabling the student to act and choose with autonomy, based on scientific knowledge. Thus, it is expected that students become critical agents and autonomous citizens, able to connect school learning and daily life, intervening in the environment in which they are inserted. |
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Contributions of pedagogical resources on skin cancer for science literacy in elementary schoolContribuciones de recursos didácticos sobre cáncer de piel a la alfabetización científica en la educación primariaContribuições de recursos pedagógicos sobre câncer de pele para alfabetização científica no ensino fundamental7.08.04.00-1Ensino-AprendizagemAlfabetização Científica; Ensino Fundamental; Ferramentas Pedagógicas; Câncer de Pele.Alfabetización científica; Enseñanza fundamental; Recursos didácticos; Cáncer de pielAccording to the National Cancer Institute (INCA, 2018), children are exposed to the sun three times more than adults annually. Research indicates that childhood is a particularly vulnerable phase to the sun's harmful effects. Cumulative and excessive exposure to it during the first 10 to 20 years of life greatly increases the risk of skin cancer in adulthood or old age. Therefore, this study evaluated assessed the contributions of the use of ludic-interactive pedagogical resources comprising the skin cancer issue for the promotion of Scientific Literacy of students from the 3rd to the 9th of Elementary School from two rural public schools. The research applied a qualitative multiple cases study methodology. A workshop was conducted, in which the students received a paradidactic booklet, a folder and a flyer approaching the skin cancer issue. The students interacted with the material and could take it home. The field notes, the questionnaires and a text written by the students about the discussed issue were used as the data collection instrument. The methodology employed for processing the data was based on descriptive statistics and content analysis. Results evidenced that the pedagogical resources allowed the organization, appropriation and apprehension of scientific concepts towards the causes, prevention and identification of skin cancer. It was also possible to highlight several indicators of scientific literacy, as well as the construction of sense and meaning, enabling the student to act and choose with autonomy, based on scientific knowledge. Thus, it is expected that students become critical agents and autonomous citizens, able to connect school learning and daily life, intervening in the environment in which they are inserted.Según el Instituto Nacional del Cáncer (INCA, 2018), a lo largo del año, los niños están expuestos al sol tres veces más que los adultos. Las investigaciones indican que la infancia es una fase particularmente vulnerable a los efectos nocivos del sol y que la exposición acumulativa y excesiva al sol, en los primeros 10 a 20 años de vida, aumenta en gran medida el riesgo de cáncer de piel en la edad adulta o vejez. Esto puesto, este estudio evaluó las contribuciones del uso de recursos didácticos lúdicos e interactivos que cubren el tema del cáncer de piel para la promoción de la Alfabetización Científica de 184 estudiantes del tercer al noveno año primario de dos escuelas públicas de la zona rural. Esta es una investigación cualitativa del tipo estudio de caso múltiple. Se llevó a cabo un taller, donde los estudiantes recibieron una cartilla, un folleto y un volante sobre el tema del cáncer de piel, con el que interactuaron y pudieron llevarlos a casa. Los instrumentos de recolección de datos fueron: diario de campo, cuestionario y composición de texto. El tratamiento de los datos se basó en estadísticas descriptivas y análisis de contenido. Los resultados mostraron que los recursos didácticos favorecían la organización, apropiación y dominio de conceptos científicos básicos sobre las causas, prevención e identificación del cáncer de piel. También fue posible destacar varios indicadores de alfabetización científica, así como la construcción de sentido y significado, permitiendo al estudiante actuar y elegir con autonomía, basado en el conocimiento científico. Por lo tanto, se espera que los estudiantes se conviertan en agentes críticos y ciudadanos autónomos, capaces de relacionar el aprendizaje y la vida cotidiana, interviniendo en el entorno en el que se insertan.De acordo com o Instituto Nacional do Câncer (INCA, 2018), crianças se expõem anualmente ao sol três vezes mais que adultos. Pesquisas indicam que a infância é uma fase particularmente vulnerável aos efeitos nocivos do sol e a exposição cumulativa e excessiva a ele durante os primeiros 10 a 20 anos de vida aumenta muito o risco de câncer de pele na fase adulta ou velhice. Diante disso, este estudo avaliou as contribuições do uso de recursos pedagógicos lúdico-interativos abrangendo o tema câncer de pele para a promoção da Alfabetização Científica de 184 alunos do 3º ao 9º ano do Ensino Fundamental de duas escolas públicas do campo. Trata-se de uma pesquisa qualitativa do tipo estudo de casos múltiplos. Foi realizada uma oficina, onde os alunos receberam uma cartilha, um folder e um flyer que abordavam o tema câncer de pele, com os quais interagiram e puderam levá-los para casa. Os instrumentos de coleta de dados foram: diário de campo, questionário e composição de um texto. O tratamento dos dados foi baseado em estatística descritiva e análise de conteúdo. Os resultados demonstraram que os recursos pedagógicos favoreceram a organização, apropriação e domínio de conceitos científicos básicos a respeito das causas, prevenção e identificação do câncer de pele. Também pôde-se evidenciar diversos indicadores de alfabetização científica, bem como a construção de sentido e significado, habilitando o aluno para agir e escolher com autonomia, fundamentado por conhecimentos científicos. Dessa forma, espera-se que os estudantes se tornem agentes críticos e cidadãos autônomos, capazes de relacionar aprendizagem e vida diária, intervindo no ambiente em que estão inseridos.Universidade Tecnológica Federal do Paraná (UTFPR)Scientific literacy. Elementary School. Pedagogical resources. Skin cancer.Marega, PatriciaLeite da Veiga, MarceloChitolina, Maria Rosa2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê Temáticoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdftext/htmltext/htmlhttps://periodicos.utfpr.edu.br/actio/article/view/1050410.3895/actio.v4n3.10504ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 248-269ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 248-2692525-892310.3895/actio.v4n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporspahttps://periodicos.utfpr.edu.br/actio/article/view/10504/7025https://periodicos.utfpr.edu.br/actio/article/view/10504/7026https://periodicos.utfpr.edu.br/actio/article/view/10504/7346https://periodicos.utfpr.edu.br/actio/article/view/10504/7347https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/10504/1408Direitos autorais 2020 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:53:42Zoai:periodicos.utfpr:article/10504Revistahttps://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:2022-10-18T23:53:42Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school Contribuciones de recursos didácticos sobre cáncer de piel a la alfabetización científica en la educación primaria Contribuições de recursos pedagógicos sobre câncer de pele para alfabetização científica no ensino fundamental |
title |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school |
spellingShingle |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school Marega, Patricia 7.08.04.00-1Ensino-Aprendizagem Alfabetização Científica; Ensino Fundamental; Ferramentas Pedagógicas; Câncer de Pele. Alfabetización científica; Enseñanza fundamental; Recursos didácticos; Cáncer de piel |
title_short |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school |
title_full |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school |
title_fullStr |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school |
title_full_unstemmed |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school |
title_sort |
Contributions of pedagogical resources on skin cancer for science literacy in elementary school |
author |
Marega, Patricia |
author_facet |
Marega, Patricia Leite da Veiga, Marcelo Chitolina, Maria Rosa |
author_role |
author |
author2 |
Leite da Veiga, Marcelo Chitolina, Maria Rosa |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Scientific literacy. Elementary School. Pedagogical resources. Skin cancer. |
dc.contributor.author.fl_str_mv |
Marega, Patricia Leite da Veiga, Marcelo Chitolina, Maria Rosa |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
7.08.04.00-1Ensino-Aprendizagem Alfabetização Científica; Ensino Fundamental; Ferramentas Pedagógicas; Câncer de Pele. Alfabetización científica; Enseñanza fundamental; Recursos didácticos; Cáncer de piel |
topic |
7.08.04.00-1Ensino-Aprendizagem Alfabetização Científica; Ensino Fundamental; Ferramentas Pedagógicas; Câncer de Pele. Alfabetización científica; Enseñanza fundamental; Recursos didácticos; Cáncer de piel |
description |
According to the National Cancer Institute (INCA, 2018), children are exposed to the sun three times more than adults annually. Research indicates that childhood is a particularly vulnerable phase to the sun's harmful effects. Cumulative and excessive exposure to it during the first 10 to 20 years of life greatly increases the risk of skin cancer in adulthood or old age. Therefore, this study evaluated assessed the contributions of the use of ludic-interactive pedagogical resources comprising the skin cancer issue for the promotion of Scientific Literacy of students from the 3rd to the 9th of Elementary School from two rural public schools. The research applied a qualitative multiple cases study methodology. A workshop was conducted, in which the students received a paradidactic booklet, a folder and a flyer approaching the skin cancer issue. The students interacted with the material and could take it home. The field notes, the questionnaires and a text written by the students about the discussed issue were used as the data collection instrument. The methodology employed for processing the data was based on descriptive statistics and content analysis. Results evidenced that the pedagogical resources allowed the organization, appropriation and apprehension of scientific concepts towards the causes, prevention and identification of skin cancer. It was also possible to highlight several indicators of scientific literacy, as well as the construction of sense and meaning, enabling the student to act and choose with autonomy, based on scientific knowledge. Thus, it is expected that students become critical agents and autonomous citizens, able to connect school learning and daily life, intervening in the environment in which they are inserted. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-31 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Dossiê Temático info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/10504 10.3895/actio.v4n3.10504 |
url |
https://periodicos.utfpr.edu.br/actio/article/view/10504 |
identifier_str_mv |
10.3895/actio.v4n3.10504 |
dc.language.iso.fl_str_mv |
por spa |
language |
por spa |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/10504/7025 https://periodicos.utfpr.edu.br/actio/article/view/10504/7026 https://periodicos.utfpr.edu.br/actio/article/view/10504/7346 https://periodicos.utfpr.edu.br/actio/article/view/10504/7347 https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/10504/1408 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2020 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2020 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf text/html text/html |
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. 4, n. 3 (2019); 248-269 ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 248-269 2525-8923 10.3895/actio.v4n3 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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1797239984993861632 |