Evocation of metacognitive thinking to teaching biology with mathematical concepts

Detalhes bibliográficos
Autor(a) principal: Reis, Erisnaldo Francisco
Data de Publicação: 2024
Outros Autores: Arêas, Glauber Pacheco, Strohschoen, Andreia Aparecida Guimarães
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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spelling 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
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