IEMCI - Instituto de Educação Matemática e Científica
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/3217
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Navegando IEMCI - Instituto de Educação Matemática e Científica por Assunto "Alfabetização científica"
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Artigo de Periódico Acesso aberto (Open Access) Alfabetização científica em ambiente de modelagem matemática(Universidade Federal de Mato Grosso, 2017-06) SOUZA, Ednilson Sergio Ramalho de; ESPÍRITO SANTO, Adilson Oliveira doDiscussions on Scientific Literacy have been common in Science teaching publications and some Mathematics Education. The literature review shows that few studies address this topic with Mathematical Modeling. Our goal is to discuss Scientific Literacy in Mathematical Modeling environment. For this we seek answers to two main questions: What skills are needed to scientifically literate? and How they emerge in Mathematical Modeling practices? Through literaturereviewwe found that such skills arise in increasingly complex as the transition between the stages of Modeling and as the participation of students in these steps. The study generated a frame of reference that can be consulted by teachers interested in promoting Scientific Literacy in Mathematical Modeling environment.Artigo de Periódico Acesso aberto (Open Access) O ensino de química através de um centro de ciências Amazônico: uma possibilidade de inserção à cultura científica(Universidade Federal de Mato Grosso, 2020-08) TOLOSA, Francisco Everdosa; REIS, André Silva dos; SILVA, Maria Dulcimar de BritoThe research sought to reportand discuss, through a qualitative approach, of an exploratory character, activities developed during a “Thematic Day of Chemistry” at the Science Center and Planetarium of Pará (CCPP), with students of the 3rd year of High School of a School of the Public Education Network of Belém (PA). On the occasion, the students participated in experimental practices, with a view to verbalizing ideas and answering a questionnaire directed to the activities carried out, as well as making considerations about the “Thematic Day” proposal. The analysis of the results reveals that theactivitywas relevant for the students, since they felt comfortable in the exposition of ideas about some chemical concepts, which collaborates in the construction of new conceptions in relation to this Science. Furthermore, it was found that the CCPP, a non-formal teaching space, can contribute to the process of scientific literacy.