A ciência física: ensino com enfoque na literacia científica
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2013
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Este trabalho tem como objetivo investigar as contribuições de uma proposta de Ensino de Física de cunho investigativo voltado a promover a Literacia Científica dos estudantes do Ensino Médio de uma escola pública da Rede Estadual de Ensino, localizada na cidade de Sirinhaém, no litoral sul do Pernambuco-Brasil. Neste sentido, procurou-se investigar as contribuições decorrentes do uso de uma proposta de Ensino de Física voltada a promover a Literacia Científica nos estudantes. Esta pesquisa apresenta caráter quali- quanti e contemplou como parte dos procedimentos metodológicos a aplicação de um pré e um pós–teste, baseado no teste: The Heat and Temperature Concept Evaluation (HCTE), bem como a metodologia do Laboratório Aberto do LaPEF – Laboratório de Pesquisa e Ensino de Física da Faculdade de Educação da USP. Como tema central, foram trabalhados conteúdos referentes à curva de aquecimento da água, sendo o desenvolvimento das habilidades cognitivas estimulada a cada etapa: aplicação da metodologia do Laboratório Aberto, sistematização e discussão dos resultados obtidos como também a leitura do texto que abordava o aquecimento global ameaça à mata atlântica. Com base na leitura os educandos foram solicitados a se posicionar diante de quatros indagações propostas. Por fim, buscou-se identificar as habilidades cognitivas desenvolvidas nos estudantes a partir das intervenções como também a construção dos conceitos científicos de calor e temperatura tendo por base a análise de entrevistas. Como resultado constatou-se que para que os processos de ensino e de aprendizagem ocorram de maneira satisfatória e exitosa não são necessários recursos e metodologias sofisticadas; para compreender aspectos de sua vida cotidiana é necessário que o aluno desenvolva algumas habilidades cognitivas; as habilidades cognitivas enfocadas contribuíram para que os conceitos científicos pertinentes aos conteúdos trabalhados fossem construídos de maneira a auxiliar na resolução do Pós – Teste, o qual apresentou resultado relevante em relação ao Pré-Teste; o texto suporte oportunizou os educandos na manifestação de habilidades cognitivas; a atividade experimental foi um momento de grande relevância tanto para os educandos como para o educador pesquisador; as habilidades cognitivas desenvolvidas nos educandos contribuíram para ampliar a sua capacidade de realizar processos investigativos. Porem alguns problemas impuseram fragilidades e dificuldades ao desenvolvimento do trabalho, gerando falhas que devem ser minimizadas. Assim entende-se que é necessário dar continuidade a
pesquisa investigando até que ponto as dificuldades e fragilidades encontradas na realização do Laboratório Aberto visando o desenvolvimento de habilidades cognitivas interferem na Literacia Científica desejada.
This work aims to investigate the contributions of a proposal for Physics Teaching imprint investigative geared to promote scientific literacy of high school students of a public school in the State Schools, located in Sirinhaém on the southern coast of Pernambuco-Brasil. Therefore, we sought to investigate the contributions arising from the use of a proposal for Physics Teaching aimed at promoting scientific literacy in students. This research presents qualitative and quantitative character and regarded as part of the methodological procedures applying a pre-and post-test based on the test: The Heat and Temperature Concept Evaluation (HCTE) as well as the methodology of the LaPEF Open Laboratory - Laboratory Research and Teaching of Physics, Faculty of Education, USP. As a central theme, contents were worked referring to the heating curve of water, and the development of cognitive skills stimulated every step: application of the methodology of the Open Laboratory, systematization and discussion of the results as well as reading the text that addressed global warming threat to the rainforest. Based on reading the students were asked to stand in front of four questions proposed. Finally, we sought to identify the cognitive skills developed in students from the intervention as well as the construction of scientific concepts of heat and temperature based on the analysis of interviews. As a result it was found that for the processes of teaching and learning occur satisfactorily and successful resources are not needed and sophisticated methodologies, to understand aspects of their daily life is necessary that the student develops some cognitive skills, cognitive skills focused contributed to the scientific concepts relevant to the contents worked were constructed in order to assist in the resolution of the post - test, which showed significant results in relation to the Pre-Test, the text provided an opportunity support learners in the manifestation of cognitive skills; experimental activity was a moment of great importance both for the students and for the teacher researcher; cognitive skills developed in students contributed to extend your ability to perform due diligence. However some problems imposed weaknesses and difficulties to the development of the work, creating gaps that must be minimized. Thus it is understood that it is necessary to continue research investigating the extent to which the difficulties and weaknesses found in the realization of Open Laboratory for the development of cognitive skills interfere Scientific Literacy desired.
This work aims to investigate the contributions of a proposal for Physics Teaching imprint investigative geared to promote scientific literacy of high school students of a public school in the State Schools, located in Sirinhaém on the southern coast of Pernambuco-Brasil. Therefore, we sought to investigate the contributions arising from the use of a proposal for Physics Teaching aimed at promoting scientific literacy in students. This research presents qualitative and quantitative character and regarded as part of the methodological procedures applying a pre-and post-test based on the test: The Heat and Temperature Concept Evaluation (HCTE) as well as the methodology of the LaPEF Open Laboratory - Laboratory Research and Teaching of Physics, Faculty of Education, USP. As a central theme, contents were worked referring to the heating curve of water, and the development of cognitive skills stimulated every step: application of the methodology of the Open Laboratory, systematization and discussion of the results as well as reading the text that addressed global warming threat to the rainforest. Based on reading the students were asked to stand in front of four questions proposed. Finally, we sought to identify the cognitive skills developed in students from the intervention as well as the construction of scientific concepts of heat and temperature based on the analysis of interviews. As a result it was found that for the processes of teaching and learning occur satisfactorily and successful resources are not needed and sophisticated methodologies, to understand aspects of their daily life is necessary that the student develops some cognitive skills, cognitive skills focused contributed to the scientific concepts relevant to the contents worked were constructed in order to assist in the resolution of the post - test, which showed significant results in relation to the Pre-Test, the text provided an opportunity support learners in the manifestation of cognitive skills; experimental activity was a moment of great importance both for the students and for the teacher researcher; cognitive skills developed in students contributed to extend your ability to perform due diligence. However some problems imposed weaknesses and difficulties to the development of the work, creating gaps that must be minimized. Thus it is understood that it is necessary to continue research investigating the extent to which the difficulties and weaknesses found in the realization of Open Laboratory for the development of cognitive skills interfere Scientific Literacy desired.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, ENSINO DA FÍSICA, METODOLOGIAS DE ENSINO, EDUCAÇÃO CIENTÍFICA, EDUCATION, PHYSICS TEACHING, EDUCATIONAL METHODOLOGIES, SCIENTIFIC EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO