Evocation of metacognitive thinking to teaching biology with mathematical concepts
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Actio (Curitiba) |
Texto Completo: | https://periodicos.utfpr.edu.br/actio/article/view/16297 |
Resumo: | The objective of this article is to problematize the conceptions and experiences of high school students at a State school in the municipality of Rubim/MG regarding the development of Biology classes with the application of mathematical concepts and evocation of students' metacognitive thinking. The research was qualitative with principles of Design-Based Research (DBR), combined with the assumptions of phenomenology advocated by Gil (2008). Content Analysis proposed by Bardin (2016) was used to study the written productions in the development of a didactic sequence. Recorded expressions and discursive responses, that is, communications, were considered to describe the content of the messages and indicators (quantitative or not). The results show that mathematical applications in the teaching of Biology with the evocation of metacognitive thinking in high school can provide students with an understanding of the connections between Mathematics and biological phenomena, empowering them to make informed judgments about their studies, promoting creativity, and reflecting on the process of learning to learn. |
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Evocation of metacognitive thinking to teaching biology with mathematical conceptsEvocação do pensamento metacognitivo no ensino de biologia com conceitos matemáticosensino de CiênciasMetacognição; Ensino de Biologia; Conhecimento matemático.Metacognition; Teaching Biology; Mathematical knowledgeThe objective of this article is to problematize the conceptions and experiences of high school students at a State school in the municipality of Rubim/MG regarding the development of Biology classes with the application of mathematical concepts and evocation of students' metacognitive thinking. The research was qualitative with principles of Design-Based Research (DBR), combined with the assumptions of phenomenology advocated by Gil (2008). Content Analysis proposed by Bardin (2016) was used to study the written productions in the development of a didactic sequence. Recorded expressions and discursive responses, that is, communications, were considered to describe the content of the messages and indicators (quantitative or not). The results show that mathematical applications in the teaching of Biology with the evocation of metacognitive thinking in high school can provide students with an understanding of the connections between Mathematics and biological phenomena, empowering them to make informed judgments about their studies, promoting creativity, and reflecting on the process of learning to learn. O objetivo deste artigo é problematizar as concepções e vivências de estudantes do Ensino Médio de uma escola Estadual do município de Rubim/MG, quanto ao desenvolvimento de aulas de Biologia com aplicação de conceitos matemáticos e evocação do pensamento metacognitivo dos estudantes. A pesquisa foi qualitativa com princípios da Design-Based Research (DBR), combinada com os pressupostos da fenomenologia preconizados por Gil (2008). Utilizou-se Análise de Conteúdo proposta por Bardin (2016) para estudo das produções escritas no desenvolvimento de uma sequência didática. Considerou-se as expressões gravadas e as respostas discursivas, ou seja, as comunicações, para descrever o conteúdo das mensagens e indicadores (quantitativos ou não). Os resultados trazem que as aplicações matemáticas no ensino de Biologia com evocação do pensamento metacognitivo no Ensino Médio podem proporcionar aos estudantes uma compreensão das conexões entre a Matemática e os fenômenos biológicos, capacitando-os a fazer julgamentos fundamentados sobre seus estudos, promovendo a criatividade e a reflexão do processo de aprender a aprender.Universidade Tecnológica Federal do Paraná (UTFPR)Reis, Erisnaldo FranciscoArêas, Glauber PachecoStrohschoen, Andreia Aparecida Guimarães2024-04-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de RevisãoPesquisa qualitativa DBRapplication/pdfapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1629710.3895/actio.v9n1.16297ACTIO: Teaching in Sciences; v. 9, n. 1 (2024); 1-17ACTIO: Docência em Ciências; v. 9, n. 1 (2024); 1-172525-892310.3895/actio.v9n1reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporenghttps://periodicos.utfpr.edu.br/actio/article/view/16297/10150https://periodicos.utfpr.edu.br/actio/article/view/16297/10151https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/16297/2885Direitos autorais 2024 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2024-04-23T22:25:23Zoai:periodicos.utfpr:article/16297Revistahttps://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:2024-04-23T22:25:23Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Evocation of metacognitive thinking to teaching biology with mathematical concepts Evocação do pensamento metacognitivo no ensino de biologia com conceitos matemáticos |
title |
Evocation of metacognitive thinking to teaching biology with mathematical concepts |
spellingShingle |
Evocation of metacognitive thinking to teaching biology with mathematical concepts Reis, Erisnaldo Francisco ensino de Ciências Metacognição; Ensino de Biologia; Conhecimento matemático. Metacognition; Teaching Biology; Mathematical knowledge |
title_short |
Evocation of metacognitive thinking to teaching biology with mathematical concepts |
title_full |
Evocation of metacognitive thinking to teaching biology with mathematical concepts |
title_fullStr |
Evocation of metacognitive thinking to teaching biology with mathematical concepts |
title_full_unstemmed |
Evocation of metacognitive thinking to teaching biology with mathematical concepts |
title_sort |
Evocation of metacognitive thinking to teaching biology with mathematical concepts |
author |
Reis, Erisnaldo Francisco |
author_facet |
Reis, Erisnaldo Francisco Arêas, Glauber Pacheco Strohschoen, Andreia Aparecida Guimarães |
author_role |
author |
author2 |
Arêas, Glauber Pacheco Strohschoen, Andreia Aparecida Guimarães |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Reis, Erisnaldo Francisco Arêas, Glauber Pacheco Strohschoen, Andreia Aparecida Guimarães |
dc.subject.por.fl_str_mv |
ensino de Ciências Metacognição; Ensino de Biologia; Conhecimento matemático. Metacognition; Teaching Biology; Mathematical knowledge |
topic |
ensino de Ciências Metacognição; Ensino de Biologia; Conhecimento matemático. Metacognition; Teaching Biology; Mathematical knowledge |
description |
The objective of this article is to problematize the conceptions and experiences of high school students at a State school in the municipality of Rubim/MG regarding the development of Biology classes with the application of mathematical concepts and evocation of students' metacognitive thinking. The research was qualitative with principles of Design-Based Research (DBR), combined with the assumptions of phenomenology advocated by Gil (2008). Content Analysis proposed by Bardin (2016) was used to study the written productions in the development of a didactic sequence. Recorded expressions and discursive responses, that is, communications, were considered to describe the content of the messages and indicators (quantitative or not). The results show that mathematical applications in the teaching of Biology with the evocation of metacognitive thinking in high school can provide students with an understanding of the connections between Mathematics and biological phenomena, empowering them to make informed judgments about their studies, promoting creativity, and reflecting on the process of learning to learn. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-23 |
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 Pesquisa qualitativa DBR |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/16297 10.3895/actio.v9n1.16297 |
url |
https://periodicos.utfpr.edu.br/actio/article/view/16297 |
identifier_str_mv |
10.3895/actio.v9n1.16297 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/16297/10150 https://periodicos.utfpr.edu.br/actio/article/view/16297/10151 https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/16297/2885 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2024 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2024 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 |
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. 9, n. 1 (2024); 1-17 ACTIO: Docência em Ciências; v. 9, n. 1 (2024); 1-17 2525-8923 10.3895/actio.v9n1 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 |
_version_ |
1797239983012052992 |