Navegando por Assunto "Science club"

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Alfabetização científica através da experimentação investigativa em um clube de ciências
(Universidade Federal do Pará, 2019-03-21) OLIVEIRA, Luana Cristina Silva; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research presents a qualitative study, characterizing itself as exploratory descriptive research, which was planned and executed with the purpose of analyzing how the Scientific Literacy is developed among elementary students who participated in the Prof. Dr. Cristovam Wanderley Picanço Diniz, from the Federal University of Pará-Campus Castanhal. This research emerged from the researcher 's questions about how science education was developed among students who participated in non - formal spaces of science teaching. Our main theoretical references are Sasseron (2008), Carvalho et al (2009), Carvalho (2013) and Malheiro (2016). As instruments, we use video recordings, photography, logbook and audio recordings. The participants were four students of the fifth grade and four students of the 6th grade. During the analyzed episodes we can observe how the manifestation of the indicators proposed by Sasseron (2008) occurred. The indicators of Scientific Literacy were evidenced in the students' discourses, being considered important for analysis of this study. We realized that they helped to understand how the process of Scientific Literacy developed, as we set out to analyze how the students dedicated themselves in the construction of their knowledge. We observed that the indicators only develop during the course of the investigative activity. However, we found that other skills may emerge during the course of the activity, which are related to student behavior and what they can do during the investigation. In the face of the investigative sequence, we realize how important it is to encourage students to get along with their content, to have more autonomy, to be creative, to get a dialogue and to expose their ideas about what they are observing. For, we note that this incentive is fundamental for the formation of citizens who know how to understand the phenomena that occur around them, in addition, it allows them intellectual advances.
Acesso aberto (Open Access)
Aprendizagens conceituais, procedimentais, atitudinais e o ensino por investigação em um clube de ciências
(Universidade Federal do Pará, 2024-02-29) RODRIGUES, Breno Dias; Malheiro, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This investigation addressed the teaching and learning of conceptual content, procedural and attitudinal issues at the Prof. Science Club. Dr. Cristovam W. P. Diniz – which develops pedagogical practices with an Inquiry Teaching approach for Basic Education students – and we sought to analyze the learning expressions of the content in its three-dimensionality in the graphic records (writings and drawings) produced by club students during the Writing and Drawing stage in an Investigative Teaching Sequence entitled the “problem with the hydracor marker”. This didactic proposal addressed the Paper Chromatography experiment and the concepts of substances, mixtures and pigments, based on the problem “How to identify whether each marker has one or more colors in its ink?”. The process was conducted in two meetings with four stages. The participants were 25 club students from the 5º, 6º and 7º years of Elementary School, and 13 volunteer teacher-monitors, including the researcher. It was an applied and interventional research of an exploratory-explanatory nature, with a qualitative approach, characterized in two types: a) participant research – for planning and conducting an educational process at first; and b) documentary, since the 25 graphic records (corpus) treated by Content Analysis were analyzed, with the interpretation being based on the analytical model of Rodrigues and Malheiro (2023a). The analytical movement constitutes the categories that represent the procedural of students and learning: Manipulative descriptiveness and investigative fidelity in learning (a priori); conceptual, phenomenological and creative learning; and Subjective and socio-emotional aspects in investigative learning (both a posteriori). Some records were covered in full as representative, with 5, 3 and 2 corresponding to the categories. The results showed that the writings and drawings have particularities that are close to the characteristics of each dimension of the content, but that, in general, articulately contemplate all, whose tendency of the present aspects were the description of the experimental investigative stage, the manipulative and conceptual aspect, the indication of results and, in some cases, the expression of feelings and emotions in a collaborative process. As for the relationship between graphic records, the three-dimensionality of the content and teaching through investigation in the context of this science club, there is the (self)evaluative nature of these knowledge systematization instruments for procedural, creative, autonomous and evaluative learning for club members.
Acesso aberto (Open Access)
Atividade experimental e o desenvolvimento de habilidades de investigação científica em um clube de ciências
(Universidade Federal do Pará, 2019-09-17) SANTOS, Natalino Carvalho dos; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402; https://orcid.org/0000-0002-2495-7806
The study aims to analyze the context of an Investigative Experimental Activity on types of mixtures and the possibilities of developing research skills of 6th grade students. The research emerges from participation as a teacher monitor in a science club where practical activities are developed. The Investigative Experimental Activities are developed as a pedagogical resource in education, as it presents, in the context of the activities, among other aspects, greater participation of students, and also provides the opportunity to develop teaching and learning, using Investigative Teaching, approached in science teaching. The research approach was classified as participant, in the qualitative bias, with exploratory and descriptive characteristics, in the development of Investigative Experimental Activities entitled “Daily mixtures”. For this, we used the use of a four-stage Investigative Teaching Sequence (ITS), in the perspective that students had investigative skills according to the investigative levels established in the research. As instruments of data constitution were used the video recordings, audio recordings, with subsequent transcription of the speech of the subjects. We chose to use Content Analysis to interpret information obtained from the experimental context. The survey participants involved three teaching teachers and eight students of the 6th grade of elementary school. The activities were held at the Science Club “Prof. Dr. Cristovam W. P. Diniz” of the Federal University of Pará - Castanhal / Pa campus. The results demonstrate the relevance of Investigative Experimental Activities as an alternative in the teaching and learning process, as it contributes to the development of research skills and constant transformation in search of students' autonomy for a scientific formation. The research product consists of a video that guides and demonstrates the stages of investigative experimentation. It also highlights the interactions of the participants of the Investigative Experimental Activity, in order to collaborate with the teacher's work for the emergence and development of research skills. among the students.
Acesso aberto (Open Access)
Clube de ciências de Cametá: histórias (re)escritas para a educação científica e formação docente
(Universidade Federal do Pará, 2020-10-28) PINA, Eridete Arnaud de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this qualitative research, of narrative approach, i investigate formative experiences lived by the participants of the Clube de Ciências de Cametá (Cametá's Science Club), created on the early 90’s. This epistemological option of research has given me theoretic and methodological conditions to investigate the experience, which history of this educative space, i organize by the rescue of memories of it’s members, the ones which i pass to analyse through the Textual Discursive Analysis, which permits me, by the means of similarity and recurrences to analyse the senses and meanings of the experiences lived by the research collaborators. I seek to investigate to understand in what terms formatives experiences lived in a Science Club, can contribute for a scientific education, to teacher’s formation and boost the (re) nucleation of a educative space with that goals. I analyse the experiences related and their contributions for the scientific education and docent formation , looking for boost the (re) nucleation of a space of juvenile child's scientific initiation and teacher formation in Science. The memorialistic reports provides us too, rebuild/systematize the history of Cametá’s Science Club and discuss analytically five emergent categories: i) New/Another vision of teaching; ii) Movements of Teacher Formation; iii) Continuous formation of basic education to beyond the Club’s wall; iv) Teaching with research: course to scientific initiation; v) Teaching Experiences that can be redefined/rebuilt for the Schools today. By the done analysis, i conclude that of the experiences in the Club can be evidenced as principles of teacher formation principles and for scientific education, turned on the development of critical thinking as facilitator for scientific literacy, and that formative experiences, can serve as base for a (re) nucleation work of a formative space for students and science teachers. Inserted to this dissertation, is the educational product “Once upon a time the Cametá’s Science Club”, a e-book in what i relate briefly about the history of the Cametá’s Science Club, i present examples of developed activities by the Club and by the school which that can serve as model and encourage for making classroom research that can be developed under the school space today and i give forwarding and suggestions for creation of Science Clubs in Schools of Basic Education.
Acesso aberto (Open Access)
A dimensão subjetiva do aprender na formação para a docência interdisciplinar: um estudo de caso no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2022-06-10) RIBEIRO, Rosineide Almeida; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/6500775506186127
Acesso aberto (Open Access)
Entre cientistas, pesquisadores, professores e experimentos: compreendendo compreensões de experiências formativas no ensino de ciências
(Universidade Federal do Pará, 2017-04-25) CAJUEIRO, Dayanne Dailla Da Silva; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This research emerges from a question raised by me about what is Science in a formative process that still extends. I do not intend to answer what is Science in this work, but understand understandings of the formative aspects that elucidate the formation of teachers who make Science while teaching Sciences. Therefore, I adopt qualitative research in an action-research process by which, when forming it, I form, by making them reflect I also reflect, by making them signify I (re) signify. This research process took place at the UFPA Science Club (CCIUFPA), a non-formal teaching space with a "pedagogical laboratory" profile. It was in this pedagogical laboratory that I tested hypotheses, experimented experiences, and assumed roles of researcher, teacher, and scientist in a movement of (re) signification of experiences through other new experiences. To develop the research, I followed a group of future chemistry and biology teachers who work at CCIUFPA as trainee teachers in 8th and 9th year of elementary school. The follow-up took place in the process of assisted pre-emptive practice and in partnership, in which I assume the role of teacher-mentor in lessons planning. That way I encourage the process of reflection-action on the experiences lived at CCIUFPA, at the same time, in which I reflect on the formative process through students when building data that guide me in this perspective. In this direction, I also evidence the process of signification of deformed visions of Science to the detriment of its propagation. To this end, I adopt techniques that make possible the reflexive process of participants, I use theorists of the area who make notes about devices that enable the understanding of such experiences. To analyze such data I use the discursive textual analysis. The results show that trainee teachers (re) signify their formative experiences in teaching science in an investigative process that excludes deformed and naive visions propagated by the formal school and the media. In experiencing such a process I also (re) signify my vision of Science and my formation in a movement to understand such understandings. They touch me, modify me, move me, make me who I am, which makes me reflect that such analyzes about understandings can contribute to the formation of teachers enabling them to do Science by teaching Science to their students.
Acesso aberto (Open Access)
Interações discursivas e a experimentação investigativa no clube de ciências
(Universidade Federal do Pará, 2018-03-03) NERY, Gladson Lima; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research aims to analyze how the discursive interactions established on the dynamic activities of investigative practices at the Science Club “Prof. Dr. Cristovam W. P. Diniz” corroborate\lead to cientific knowledge. In a more restricted context, the objective is to characterize the discursive interactions of the teacher-monitor’s role through the steps of investigative experimentation embraced at the Science Club, and in particular, to identify how the steps lead to discursive interactions, characterize the current practices on investigative experimentation and detect patterns of interaction on these activities. The main theoretical references that underpin this research, are based on the analysis of analytical structure idealized by Mortimer and Scott (2002) and investigative expermentation (MALHEIRO, 2016; CARVALHO, et. al., 2009). This research uses the qualitative approach, due to its descriptive exploratory characteristics, thus video recording resources were used, field journal and interview. The subjects of the research were a teacher-monitor and a group of eight students, aged from 10-14 years. The results identified patterns of discursive interactions of the Communicative Appoach type and the patterns of interactions of ideas developed by the teacher-monitor, in the direction of scientific knowledge, brainstorming and, conequently, to a solution and systematization of the proposed problem at the Science Club. In general, the sequence becomes a potencial teaching approach to discursive interactions between teacher and students, for not providing automatic procedures to a prompt problem solving, on the contrary, the sequence gave the students the chance to analyze new situations such as data collection and hypotheses tests in group discussions. It is pointed out that the teacher-monitor must be careful for the activities do not be restricted only to phenomenon vizualizations, making the students caught up to concrete reality, only by what is visible. It is defended that the use of Investigative Teaching Sequence (ITS) in the investigative experimentation embraced at the Science Club Pro. Dr. Cristovam W. P. Diniz, be more potentially effective to learning as far as it copes with the spectrum of interactive questions that occur on Science teaching in the classroom.
Acesso aberto (Open Access)
Interações discursivas e indicadores de habilidades cognitiva sem atividades experimentais investigativas de ensino e aprendizagem em um clube de ciências
(Universidade Federal do Pará, 2022-03-17) COELHO, Antonia Ediele de Freitas; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The investigation teaching has been used by several teachers as a didactic-methodological strategy that aims to achieve, in addition to more effective participation of students, greater development of the teaching and learning process in several areas of education, especially in science teaching. Thus, active teaching methodologies that use practical activities associated with manipulative actions, such as Investigative Teaching Sequences (ITS) can provide moments of Discursive Interactions (DI), in which scientific knowledge can be characterized in more evident ways. Thus, this study analyzed how the forms of DI that take place during an SEI, about concepts involving the problem of sound, cooperate with the emergence of Indicators of Cognitive Skills (ICS) in eight students participating in the Science Club “Prof. Dr. Cristovam W. P. Diniz”. We characterized this research as qualitative, using micro genetic analysis to interpret the verbalized DIs perceived in the relationships established between the monitors and the students participating in the Science Club. We tried to identify these ICS in writings and drawings produced by these students, besides elaborating and characterizing an SEI composed of five stages, having as support the concluded research and the experience of the author during the years of performance as a monitory teacher of this space. For data triangulation, we used videotaping, observation, and analysis of written and/or drawn records. The Science Club is considered a non-formal educational environment for teaching, research, and extension of didactic actions focused on Science and Mathematics in fifth and sixth-grade classes of elementary school. With the analyses performed, we identified that the skills developed by the students during the DI are continuously related to the desired proposal, and it was possible to notice ICS based, above all, on the organization, exposition, and explanation of ideas. On some occasions, we evidenced the concentration of mental resources, identification, and analysis of the hypotheses, besides the justification of the results. The generalization of the problem was also evidenced in some episodes. These ICS occur on occasions simultaneous to the IDs that express, mainly, requesting information, providing clues, mirroring, problematizing, and restructuring.
Acesso aberto (Open Access)
Interações discursivas e indicadores de habilidades cognitivas sem atividades experimentais investigativas de ensino e aprendizagem em um clube de ciências
(Universidade Federal do Pará, 2022-03-17) COELHO, Antonia Ediele de Freitas; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The investigation teaching has been used by several teachers as a didactic-methodological strategy that aims to achieve, in addition to more effective participation of students, greater development of the teaching and learning process in several areas of education, especially in science teaching. Thus, active teaching methodologies that use practical activities associated with manipulative actions, such as Investigative Teaching Sequences (ITS) can provide moments of Discursive Interactions (DI), in which scientific knowledge can be characterized in more evident ways. Thus, this study analyzed how the forms of DI that take place during an SEI, about concepts involving the problem of sound, cooperate with the emergence of Indicators of Cognitive Skills (ICS) in eight students participating in the Science Club “Prof. Dr. Cristovam W. P. Diniz”. We characterized this research as qualitative, using micro genetic analysis to interpret the verbalized DIs perceived in the relationships established between the monitors and the students participating in the Science Club. We tried to identify these ICS in writings and drawings produced by these students, besides elaborating and characterizing an SEI composed of five stages, having as support the concluded research and the experience of the author during the years of performance as a monitory teacher of this space. For data triangulation, we used videotaping, observation, and analysis of written and/or drawn records. The Science Club is considered a non-formal educational environment for teaching, research, and extension of didactic actions focused on Science and Mathematics in fifth and sixth-grade classes of elementary school. With the analyses performed, we identified that the skills developed by the students during the DI are continuously related to the desired proposal, and it was possible to notice ICS based, above all, on the organization, exposition, and explanation of ideas. On some occasions, we evidenced the concentration of mental resources, identification, and analysis of the hypotheses, besides the justification of the results. The generalization of the problem was also evidenced in some episodes. These ICS occur on occasions simultaneous to the IDs that express, mainly, requesting information, providing clues, mirroring, problematizing, and restructuring.
Desconhecido
Perguntas do professor monitor e a alfabetização científica em interações experimentais investigativas de um clube de ciências
(Universidade Federal do Pará, 2019-02-20) BARBOSA, Daisy Flávia Souza; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research aimed to analyze the questions of monitor teachers during Investigative Teaching Sequence in experimental activities, aiming at Indicators of Academic Literacy (AL). This study presents characteristics of Participant Research with qualitative approach, having as research site the CCI Prof. Dr. Cristovam W. P. Diniz, four Monitors Professors (PM1,..., PM4) and eight students (A1,..., A8) from the 6th grade of primary school. As methodological procedures, video recording with transcriptions of nine selected episodes was adopted, considering the Content Analysis (BARDIN, 2009). We verified that the problematic issue should be further explored before the proposition of the problem by the Monitor Professor. There is a high identification of focus and attention questions, hypothesis survey and lower manifestation of forecast questions. It is noteworthy that the problematizing questions should be better elaborated, emphasizing the use of "how" and "why". The complementary activities with the use of didactic videos, group dynamics, construction of a maquette and the use of writing and drawing in the form of comics were more efficient during the RTS. There is a greater occurrence of AL indicators linked to the organization of data and hypothesis survey to the detriment of the forecast indicator with the need to promote other indicators identified as: information organization, explanation, logical and proportional reasoning, hypothesis testing and information classification. It was concluded that the monitor teachers' questions can bring contributions to the AL process to the extent that they are formulated with the purpose of developing research levels with reasoning capabilities, to expose and defend opinions, to express its doubts in a context of systematization and problematization, which has been maturing in the Club of Sciences.
Desconhecido
Processos de mediação docente e o desenvolvimento cognitivo dos estudantes em um clube de ciências: pontos de conexão entre a abordagem teórica de Reuven Feuerstein e o ensino de ciências por investigação
(Universidade Federal do Pará, 2022-03-16) ALMEIDA, Willa Nayana Corrêa; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
In this study, we investigate the problematic: In what terms are teacher mediation and students' cognitive development constituted with a view to structuring a new didactic environment in a Science Club, based on Reuven Feuerstein's theory and on the teaching of Science through investigation? For that, analyze teacher mediation processes and their effects on the cognitive development of students, establishing connection points between Reuven Feuerstein's theoretical approach and science teaching by investigation for the structuring of a new didactic space in the Science Club Prof. Dr. Cristovam W. P. Diniz. The constitution of the information to be analyzed took place in the aforementioned Science Club, which is configured as a space for non-formal education, from the application of the Investigative Teaching Sequence entitled “Sound Problem”. For organization and interpretation of the information collected, we chose to use microgenetic analysis. Research participants were eight students and three monitor teachers. During the analyzes carried out, it was possible to identify the use of various mediation purposes and criteria by the monitor teachers as each stage of the SEI was developed, in which the mediational teaching work was expanded or reduced according to the level of understanding and development of the students, as well as the situational variables that determine the difficulty and/or challenge of what was being proposed. These actions triggered speeches and attitudes on the part of students that evidenced the use of social practices of production, communication and knowledge assessment that allowed the development of cognitive functions, describing a profile of cognitive development of students. From these verifications, we structured the Modifying Investigative Environment, which can be seen as a new didactic space for the Science Club, in which the innovation lies in the intentional implementation of an investigational science teaching that promotes the cognitive and social growth of students. Thus, we understand that the Modifying Investigative Environment developed at the Prof. Dr. Cristovam W. P. Diniz from an investigative approach that presupposes the Mediated Learning Experience, can show a Structural Cognitive Modifiability of the students.
Acesso aberto (Open Access)
Uma professora em autoformação: episódios de ensino e aprendizagem no clube de ciências da UFPA
(Universidade Federal do Pará, 2022-08-12) LIMA, Silvana Ferreira; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0003-1953-7978
My objective in this research is to understand in what terms formative experiences in the Science Club of UFPA-CCIUFPA contribute to the teachers' self-training and contribute to the constitution of scientific and interdisciplinary knowledge of a teacher in formation. In this dissertation, I share my first experiences as a teacher in the Marajó archipelago until my arrival at the Science Club at UFPA. I discuss the importance of interdisciplinarity in science classes and teacher self-training as a process of identity construction, reflecting on learning to teach in this space of science education. I assume a narrative and autobiographical research, qualitative in nature, organizing my teaching practice through narrative thematic episodes, in dialogue with the pertinent literature. The research was carried out at Clube de Ciências da UFPA (CCIUFPA), located at the Instituto de Educação Matemática e Científica (IEMCI) at the Universidade Federal do Pará, campus-I, Guamá, with children from the 4th year of elementary school, whose teaching was done by an interdisciplinary team of trainees from the following graduations: Biology, Chemistry, Geography and Pedagogy. The thematic Episode I focuses on deforestation and burning in the Amazon; Episode II, on teaching Physics through playfulness and Episode III is about my experiences in two internal events of the CCIUFPA (EXPOCCIUFPA) and the external event Ciência na Ilha. Of the teaching learning that I built during this self-formative journey, which provided me with professional growth and development of intimacy with science teaching. I am making available to my colleagues the Educational Product that I produced as a result of my experience at the CCIUFPA. It is an e-book, in which I present proposals of investigative and interdisciplinary activities focused on Science teaching for teachers who work in basic education, both in formal and non-formal education spaces.