Navegando por Assunto "Science - Study and teaching"

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Ações antrópicas para o uso de analogias na experimentação investigativa em um Clube de Ciências
(Universidade Federal do Pará, 2019-12-13) MONTEIRO, Joana Menezes Corrêa; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research has for objective analyze types of Analogies manifested on one experimental investigate activity about electrostatic, with a group of children of 6th grade of primary school on a Science club. For that was use as reference base about Typology and Cognitive Analogy of Conceptualization (CAC), Processing Analogy (CPA) and Experimental Analogy (CEA), according with Francisco Junior (2010); as well the Investigative Teach Sequence in Experimental Activities (CARVALHO, 2013; MALHEIRO, 2016). A qualitative approach with characteristics of a participant research was used, had as investigate site the Science Club “Prof. Dr. Cristovam W.P. Diniz”. The participants were 4 teacher-monitor (PM1, …, PM4) and eight students (A1, …, A8). As data-making instruments was used photos, audio-visual records and Field Journal notes, with a transcription of the subjects speeches considering the Content Analyze (BARDIN, 2011). The results point that the use of analogies are recurrent in experimental activities of the Science Club. It is detach initials manifestations of analogy already in student’s previous knowledge, what permit a survey of hypotheses, problematizations and practice articulations of learning. On stage 6 – “Writing and Drawing” – of the SEI major manifestations of conceptual understanding about electrostatic were identified. On stages 2 and 3 that correspond to the solution of the problem and stages 4 and 5 – “Becoming Aware” and “Giving Casual Explanations”, a frequency of three typologies were identified, ACC, ACP and ACE in students speeches. Already in monitors professors the use of ACC was constant on both stages. It is concluded that as enhancer resource of learnings the use of SEI for a knowledge construction can generate significant results in teaching and learning process with the valuation of the use of Analogy in Science Education enlarging its use inside of anthropic and investigative aspects.
Acesso aberto (Open Access)
Caminhos de um Clube de Ciências na Amazônia em perspectiva decolonial: de suas origens a seus desdobramentos
(Universidade Federal do Pará, 2021-09-09) CABRAL, Raimunda Ediane da Silva; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research presents a study that aims to analyze whether decoloniality is present in the actions carried out at the Science Club Prof. Dr. Cristovam W. P. Diniz, pluralizing the perspectives of knowledge. Its construction emerged from reflections of the researcher's personal and professional life trajectory, that throughout the entire journey, made many ponderations about Mathematics Education and other Sciences, how they are passed on from generation to generation. Therefore, with the purpose to problematize the teaching and learning processes established in this non-formal science education environment, we applied a semi-structured interview, through the Google Meet platform, in which we seek to interpret the process of emergence and functioning of the Science Club, from a decolonial perspective. As a data decomposition tool, we used video recordings of the interviews, and then the transcription of the participants' speeches. The research methodological proposal consists of a qualitative approach, in which we use content analysis to analyze qualitative data and interpret information. The research environment is a differentiated educational space, that allows the teacher monitor to act in a different way as well. The research participants were the coordinating teacher, three monitor teachers and two students, totaling six (06) social subjects. During the analysis, we observed, in the participants' speeches the plurality of knowledge dialogues presents in the activities developed, the role of student and teacher monitors during the foundation and functioning of the Club and the involvement of subjects in the educational process. It was concluded that the Science Club Prof. Dr. Cristovam WP Diniz keep decolonial practices in his pedagogical activities, valuing students' prior knowledge, as also need to improve on issues involving the student's social environment, understanding that they are ties that go beyond the classroom and need to be questioned, that is, thinking from the reality of the other.
Acesso aberto (Open Access)
Experimentação investigativa com a música corporal: ensino e aprendizagem interdisciplinar no Clube de Ciências Prof. Dr. Cristovam W. P. Diniz
(Universidade Federal do Pará, 2022-06-29) GUEDES, Marina Donza; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This study aimed to analyze the possibility of using Body Music in the stages of the Investigative Teaching Sequence (SEI), based on the work of Carvalho et al. (2009), with theoretical support in Ausubel's meaningful learning. The research participants were 6 professors from the Science Club Prof. Dr. Cristovam W. P. Diniz, located at UFPA – Campus Castanhal. The research was developed from a Body Music workshop given by the author to stimulate the teachers' perception of the sounds of their bodies, as well as to identify the limits and possibilities of investigative experimentation with Body Music in the interdisciplinary teaching formation of the Science Club. Prof. Dr. Cristovam W. P. Diniz. For that, a case study was used as a qualitative method for the constitution of information, supported by the theoretical and methodological assumptions of the participant research. The workshop was carried out through Google Meet, lasting four hours, organized in two synchronous meetings on alternate days and one hour of asynchronous experimental activities sent by WhatsApp. In the asynchronous meetings, questionnaires with open and closed questions were made available to survey the impressions and possibilities of implementing Body Music in the Science Club. From the technique of data collection by indirect observation called primary source, it was possible to observe the importance of Body Music for teacher training as a stimulus to creativity, expression, perception of oneself and the other. The sounds extracted from the bodies by touch, beats, chants and whistles led to highlight the approach and accessibility of music for science teaching. As it is a device common to everyday life, it can contribute in an interdisciplinary way by allowing the approximation between science and art in the Science Club. Through the study carried out and the pedagogical suggestions presented by the participating teachers, it was possible to understand that Body Music can help and foster the educational process in the Science Club as an integral part in the construction of the individual, in stimulating investigative experimentation with their body. in the creation of improvised music, spontaneity and in the discovery of artistic skills. The interdisciplinarity that is present in SEI's pedagogical proposal is fundamental for the interaction between science and art and music and science.
Acesso aberto (Open Access)
O raciocínio hipotético-dedutivo e a experimentação investigativa no Clube de Ciências Prof. Dr. Cristovam W. P. Diniz
(Universidade Federal do Pará, 2021-09-17) MOREIRA, Amanda Sylmara da Rocha; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
The present study aims to analyze how Science Club participants develop the Steps and the Reasoning Pattern if / and / then / and or but / therefore proposed by Lawson, based on the Investigative Teaching Sequence on geometry with a group of children from 6th year of Elementary School in a Science Club. For this, we used the theoretical framework of Hypothetical-Deductive Reasoning and the Sequence of Investigative Teaching in Experimental Activities as a basis. This study has characteristics of Participant Research with a qualitative approach, the research locus was the Science Club Prof. Dr. Cristovam W. P. Diniz, the execution of the Experimental Activity took place between September 14 and 21, 2019, with the collaboration of three Teachers-Monitors and eight students. We used video recording, photography, audios and field notes as data constitution instruments, with subsequent transcriptions of the subjects' speeches, the aforementioned Pattern of Reasoning and the Steps that guide scientific research. In the results, we noticed that the groups developed the Steps and the Reasoning Pattern in their speeches, starting with the intriguing observations and ending with the conclusion of the problem, therefore. Thus, the results demonstrate the presence of Steps and the Reasoning Pattern in the students' speeches during the Investigative Teaching Sequence, pointing to the development of Hypothetical-Deductive Reasoning. Therefore, we conclude that the Reasoning Pattern proposed by Lawson is of great relevance to encourage students to produce their own knowledge from a problem to be solved.