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Título : Contextualização, dialogia e parceria no estudo da ligação iônica: uma abordagem microgenética
Otros títulos : Contextualization, dialogism and partnership in the study of the ionic linking: a microgenetic boarding
Autor : ALVES, José Moysés
Palabras clave : Ciência
Prática de ensino
Ensino fundamental
Núcleo Pedagógico Integrado
Belém - PA
Pará - Estado
Amazônia brasileira
Fecha de publicación : 29-sep-2005
Editorial : Universidade Federal do Pará
Citación : COSTA, Adalcindo Rodrigues da. Contextualização, dialogia e parceria no estudo da ligação iônica: uma abordagem microgenética. 2005. 143 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2005. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.
Resumen : I believe that a contextualized and dialogical teaching values students cultural experience and it can help in their formation as critical citizens and agents of transformation, aiming the construction of a fair, solidary and fraternal world. This teaching goes over than the transmission of information because it allows intellectual and moral development of students in a favorable, effective and motivational atmosphere. Then, this research aims to create a contextualized and dialogical chemistry learning process. I intended to analyse the particular performance of twenty nine students twelve boys and seventeen girls about thirteen or fifteen years old from eight grade in junior high school at Nucleo Pedagógico Integrado (NPI), Aplication School of Federal University of Pará considering their performances and interactions with their classmates and with me during a didactic extension. From a class of demonstration of an electric current conduction in water with salt and an experiment of a non electric conductivity in a solid salt, I chanllenged students explain the chemical event, without studying any theory. They only had to consider the construction of ionic connection definition. The methodology took the following procedures: at first, each student wrote a written explanation. Next, they formed groups spontaneously. And then, they discussed and wrote a consensual explanation. After that, students presented both answers. Then, they formed other groups in order to create and present different explanations. Finally, each student wrote his/her own opinion to the event. I directed their discussions and I only added new information to the event when I perceived the argument was enough. I taped, recorded and made the transcription. I chose seven students from each group in order to make them compare their own written answers to students discussion. They observed that all the students had the same and acceptable explanation to that phenomenon, based on empiric generalizations and theorical terms. All this development happened during an interaction teacher-students, on which prevailed a communicative approach. The students who participated in the discussions actively had the opportunity to argue, to be challenged and redo their explanations. It is important to discuss other manners of teaching, involving students in the development of learning process; to construct a general theorical explanation; to create and evaluate the afective and motivational atmosphere. It means that teacher and students have to be partners in the learning-teaching process. Besides that, I make reflection about the importance of this research to my formation.
URI : http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1756
Aparece en las colecciones: Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI

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