Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
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Item Acesso aberto (Open Access) Abordagem ciência, tecnologia e sociedade CTS de tema sociocientífico na educação de jovens e adultos privados de liberdade: o caso de Belo Monte(Universidade Federal do Pará, 2017-05-03) MELO, Semille Pantoja de; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640I present a socioscientific Science, Technology and Society (STS) approach to the education of youth and adults deprived of liberty: the case of Belo Monte. This research was realized with students enrolled in the first stage of the Youth and Adult Secondary Education program (EJA) at the Pará Center for Recuperation (CRPP II) with the intention to address the following questions: What critical positions may students deprived of liberty express in relation to the Belo Monte project when presented with the speeches of different interest groups and the socioenvironmental issues involved? What factors relative to STS interactions and citizenship are contemplated in these positions? In order to respond to these questions, a theme that would push the student to position themselves in the context of their daily life and Amazonian regionality was chosen. Thus, the socioscientific theme Hydroelectric products and the production of energy: the case of Belo Monte emerged. Through a qualitative approach, participatory research was found to be favorable to the research direction. Data collection occurred during three moments: The first was during physics classes in which specific instructional material employing a socioscientific theme, constructed based on the three pedagogical moments of Delizoicov and Angotti (1992), was utilized. The second moment occurred during a showing of videos about the Belo Monte hydroelectric plant with speeches from three different groups: indigenous peoples, riverine communities, and the urban population of Altamira, in which Minayo’s (2008) “projective interview” captured students’ positions in relation to the construction of the hydroelectric plant. The third moment occurred following the showing of the videos, with debates between students as well as the production of texts in which students declared their positions. The results demonstrated that the STS approach with socioscientific themes fosters, beyond education, the participation, debate, and the formation of citizenship, since it permits the construction of critical positions of popular participation. Within this context, the present study indicates that strengthening science education in the classroom based on the premises of a socioscientific STS approach, in the context of prisons, contributed to the construction of the process of social (re)integration of youth and adults deprived of liberty.Item Acesso aberto (Open Access) O uso de situações-problema no ensino de ciências: perspectivas diferenciadas sob orientação CTS(Universidade Federal do Pará, 2019-12-16) SANTANA, Elisangela Barreto; VALENTE, José Alexandre da Silva; http://lattes.cnpq.br/0655992254353831; https://orcid.org/ 0000-0001-9551-3498; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640The Thesis presented here resulted from an action research in collaboration with science teachers of a Assistance School of a Military Command of Belém, Rêgo Barros state of Pará, within the Collective of Study. The characteristics adopted are own the qualitative research. We had previously experienced in teacher training, using problem-situations that mediate the STS teaching approach, allowed us to think the possibility of its insertion in basic education, especially in the final years of elementary school. Thus, we propose to investigate in what terms the use of problem-situations contributes to science education, in the context of the STS approach, notably with regard to didactic and pedagogical aspects, in the context of a study group. involving teachers who teach science? We focus our aim on investigating the contributions that the use of problem-situations, mediated by the STS approach, brings to science education, in the final years of elementary school, with regard to the contributions to problematization, critical scientific literacy and the didactic and pedagogical aspects of the STS approach, namely we were interested in investigating the use of problem-situations as a didactic and pedagogical strategy. The research was conducted at the school, with about 1,200 students from 6th to 9th grade. Through four pedagogical projects, we use problem-situations to initiate and insert STS discussions, stimulating the development of autonomy, scientific literacy and critical thinking for decision making. The activities of the Group of Studies were held during three semesters and later, we follow the activities of teachers with students. During the research period, the teachers publicized their activities in events and periodicals in the area. For data collection we used the training diary, questionnaires, interviews and the audio and video recording of the meetings of the Group of Studies. We appropriated Discursive Textual Analysis as analysis strategy. Finally, from the experience we had, together with the teachers, it was possible to consolidate our hypothesis raised a priori, favoring the delineation of the thesis that “the resignification of the teaching and learning process is plausible in a collaborative context, in a democratic constructions, where teachers' experiences are the starting point, taking into account their demands and criteria as to what is acceptable, feasible and didactic and pedagogically consistent with their reality. Therefore, working with problem- situations has proven fruitful in the STS teaching approach, when it takes into account content needs, student needs and teachers' didactic and pedagogical of teachers”. We believe with this, that Science teachers, from different educational levels, will be able to meet proposals that allow their students an extended education, based on critical scientific literacy, with a view to citizen education. We have an empirical basis to believe in the possibility that a proposal like this can subsidize the practice of other teachers, inspiring and generating transformations in those who are concerned with their teaching practice.