Navegando por Assunto "Scientific literacy"

Agora exibindo 1 - 8 de 8

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1978: letramento científico e consciência metacognitiva de grupos de professores em formação inicial e continuada: um estudo exploratório
(Universidade Federal do Pará, 2015-04-15) GOMES, Ana Silvia Alves; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study investigated the scientific literacy skills and metacognitive profile of basic education teachers and students of undergraduate courses, using two newly produced instruments: Test of Scientific Literacy Skills (TOSLS) and the Metacognitive Awareness Inventory (MAI). Specifically they were investigated possible correlations between metacognitive skills and scientific literacy, checking and comparing different types of metacognitive skills and scientific literacy for current and future teachers, and evaluate the psychometric and possible improvements of the instruments qualities. The work is based on contemporary research on scientific literacy and metacognition, in particular, studies that aimed to investigate how these skills are developed by teachers of science and mathematics. The results obtained with the implementation of the instruments on a sample of twenty three undergraduate and twenty practicing teachers, indicate that 74% of the sample does not have an adequate level of scientific literacy, despite declaring that frequently use different metacognivas strategies study and plan lessons. Significant statistical correlations were also found between the scores of TOSLS and MAI, ie. metacognitive skills and scientific literacy skills were not correlated. It shows the rupture of key skills with lower rates of success, arguing about their possible causes and mitigation measures for identified problems and suggests future research possibilities using the instruments.
Acesso aberto (Open Access)
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.
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Alfabetização científica em ambiente de modelagem matemática
(Universidade Federal de Mato Grosso, 2017-06) SOUZA, Ednilson Sergio Ramalho de; ESPÍRITO SANTO, Adilson Oliveira do
Discussions 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.
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 Brito
The 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.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Poranduba: uma experiência docente pela sabedoria das plantas medicinais nos rios da Amazônia
(Universidade Federal do Pará, 2024-02-02) Santos, Dioemili Sá dos; Raposo, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296
This is a qualitative study, transformed into an (auto)biographical account, based on my experiences as a teacher of 5th grade students in a riverside school in the municipal public network of Ponta de Pedras, Pará, Brazil. The aim was to show the teaching and learning experiences of a teacher and her students in the process of developing a Didactic Sequence (DS) based on ethnobotany in 5th grade science classes. The research was conducted using my training diary and the students' diaries, with records of class activities, semi-structured interviews, photographic records and others. I used Textual Discourse Analysis (TDA) as a methodology for analyzing the empirical material and, after a process of immersion, I systematized two thematic axes of analysis: i) TEA FOR WHAT? An approach with medicinal plants in the early years in a riverside school in the Amazon, and ii) ETNOBOTANICS THROUGH THE GARDENS OF DECOLONIALITY: sowing seeds for (re)thinking teacher training in science.. The results and discussions were presented in two articles, which allow for discussions and reflections on the roles of the teacher and student in these processes, especially regarding the use of ethnobotany in the classroom. It is possible to consider that the teaching proposal has premises for a Decolonial Approach in science teaching, provides meaningful learning, Intercultural Scientific Literacy with valorization traditional knowledge and contributing to citizen education. As a result of this study, I have made available a book in digital format (ebook), called BEYOND TEA: ethnobotany through medicinal plants, which introduces teachers and students to new ways and simple possibilities of teaching and learning botany, culture and science education. These innovative experiences in science teaching are easy to apply and replicate in everyday school life, and can be reframed by teachers according to the needs of each class.
Acesso aberto (Open Access)
Scrapbook como recurso pedagógico no ensino de citologia na primeira série do ensino médio
(Universidade Federal do Pará, 2019-07-29) PANTOJA, Felipe Farias; Vieira, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
The scrapbook technique is characteristic ized by the making of a book related to a particular theme. In addition to images, albums can consist of texts, articles published in books, magazines, audiovisual media and various objects. In this sense, this research was developed based on the possibility of using scrapbook in high school biology classes. The objective was to explain the technique of making the album as a pedagogical resource for the construction of knowledge focused on the perspective of scientific literacy and for the autonomy of the student, enabling a methodological alternative to the learning process in the area of Nature Sciences. This research is characterized by the quantitative-qualitative approach. The development of activities and data collection occurred in a class consisting of 40 (forty) students of the first grade of high school, in a public school in the municipality of Igarapé-Miri/PA, specifically, in relation to the object of cytology knowledge. For the classes, we used a Didactic Sequence (SD) and construction of what was called Cytological Scrapbook, involving this theme with predefined sub-items, exposure of the albums of clippings and classes given later in order to systematize the content developed and built by the students. Semi-structured questionnaires were used for information computation and quantitative-qualitative analysis with inferences. The results indicate that the theme developed attests to the success of the scrapbook technique, thus being proposed as an educational product in the teaching of Biology, expanding possibilities for scientific literacy. As a didactic product, we propose a guide of guidelines for the use of scrapbook technique by teachers in the area of Nature Sciences.
Acesso aberto (Open Access)
Sobre besouros e borboletas: os sentidos, os significados e o ensino de ciências
(Universidade Federal do Pará, 2021-10-22) GUEIROS, Karla Cristina Fontelles; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Reflecting about science teaching in the early years of elementary school is imperative, considering children formalize, at this school stage, and mediated by the teacher the contact with scientific concepts. Still under the teacher’s responsibility, is the challenge of creating a critical perspective concerning scientific culture among their students throughout the process of knowledge construction, negotiating the meanings conceived by students when actively involved in teaching situations within the scope of science. Many studies demonstrate the school and science education are still moving in the opposite direction, ignoring the characteristics of scientific work and the child's investigative and creative potential, thus, perpetuating an archaic and experimental teaching that does not recognize the dialectic process involved in the construction of knowledge. In this context, committed to the desire to produce science together with the group of first-year elementary school students and bringing in my professional trajectory traits that distance me from an impoverished and linear view of knowledge, added to an enormous curiosity for the natural world, I come to the research problem: In what terms, as a teacher of the initial years, along with a group of students attending the 1st year, express our scientific knowledge while carrying out research activities on garden animals and reflecting on the senses and meanings ? Faced with this question, the following research purpose has been established and directs my focus: to investigate my own teaching practice in the first year of Elementary School, by means of classroom research, as a possibility to produce scientific knowledge along with my students, fostering scientific literacy and allowing the development of an educational product capable of helping other teachers as a reference material. I resorted to the theoretical-methodological approach of narrative research to put together the narrative fragments emerged since my teaching development period until the phase of support to the construction of meanings and senses by students when involved in learning situations, turning field texts into research texts. The data, unique and singular, were built in classroom research development context, when studying garden animals with a class of 15 students. To record the data, a narrative diary, audio recordings, activities, drawings and photos extracted from the classroom practice were used, selecting the most significant class episodes with regard to the interpretation of meanings. As a result of the process, I highlight the construction of scientific knowledge transposed into school knowledge, through a network of meanings that give sense to the reality studied, I observed the expansion of spontaneous concepts, the development of an investigative posture, the acquisition of a scientific vocabulary and enjoyment of group activities. Within this context, immersed in the pleasure of teaching and producing science, I discuss the challenges of this school discipline in school ambience, the child empowerment as a subject of their own learning, capable of producing science, supported by the theories of Piaget and Vygotsky. I also dialog with other authors who highlight the importance of scientific literacy and discard the belief that children do not have the necessary maturity and abstraction to produce knowledge. In these terms, I advocate the importance of contextualized teaching, based on an active methodology and exploration of the environment, not with the objective of offering answers but above all, with the purpose of generating curiosity, stimulating questioning and interest in science through classroom research.