Leitura e escrita científica : um estudo com alunos do 12º ano de escolaridade de Biologia
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2013
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Atualmente, os professores de ciências trabalham com alunos que apresentam sérias dificuldades em duas áreas-chave do ensino: a leitura e a escrita. Esta lacuna, dificulta a aquisição e compreensão de determinados conceitos, o que provoca uma necessidade de melhorar os hábitos de leitura e escrita científica.
O estudo apresentado neste trabalho pretende analisar a importância da leitura e escrita científica no ensino das ciências no ensino secundário. Objetiva-se que os alunos aprendam e adquiram práticas de escrita e leitura científicas e ainda que despertem para uma parte da ‘ciência real’, como seja o contacto com os artigos elaborados por investigadores, resultantes de trabalhos de pesquisa levados a efeito em instituições ligadas à investigação científica. Para este efeito desenvolveu-se um estudo com alunos de biologia do 12º ano de escolaridade, durante sete meses, em contexto de sala de aula, no qual foi explorada a leitura de artigos científicos e a elaboração de documentos escritos resultantes de uma análise dos mesmos.
Os resultados obtidos demonstram que, de uma forma geral, que os conceitos científicos e conteúdos estudados nas aulas de biologia conforme o programa curricular em vigor, foram, com recurso aos artigos científicos, melhor apreendidos e consolidados. Foi ainda verificado um crescente aperfeiçoamento dos hábitos de escrita e leitura dos alunos. Desta forma, pode afirmar-se que o tipo de estratégia apresentada nesta investigação por via da leitura e da escrita promove a compreensão e a retenção dos conteúdos, ou seja, ler e escrever para aprender.
Currently, science teachers work with students who have serious difficulties in two key areas of education: reading and writing. This gap hinders the acquisition and understanding of certain terms, which causes a need to improve the reading habits and scientific writing. This study discusses the importance of scientific reading and writing in science education in secondary schools. The objective is that they learn and acquire practice in scientific writing and reading functioning as an awakening to part of the 'real science', such as contacting with articles written by researchers resulting from research work carried out in institutions linked to scientific research. To this end, it was developed a study with biology students of the 12th grade, for seven months, which explored scientific reading and preparation of written documents resulting from the scientific articles analysis. Following the study, it was observed, that the scientific concepts and content studied at biology classes as the curriculum in force were, with recourse to scientific articles, best seized and consolidated. It was further verified a growing improvement of writing and reading habits of students. In this way, it can be said that the strategy presented in this research by reading and writing promotes the understanding and retention of content, in other words, reading and writing to learn.
Currently, science teachers work with students who have serious difficulties in two key areas of education: reading and writing. This gap hinders the acquisition and understanding of certain terms, which causes a need to improve the reading habits and scientific writing. This study discusses the importance of scientific reading and writing in science education in secondary schools. The objective is that they learn and acquire practice in scientific writing and reading functioning as an awakening to part of the 'real science', such as contacting with articles written by researchers resulting from research work carried out in institutions linked to scientific research. To this end, it was developed a study with biology students of the 12th grade, for seven months, which explored scientific reading and preparation of written documents resulting from the scientific articles analysis. Following the study, it was observed, that the scientific concepts and content studied at biology classes as the curriculum in force were, with recourse to scientific articles, best seized and consolidated. It was further verified a growing improvement of writing and reading habits of students. In this way, it can be said that the strategy presented in this research by reading and writing promotes the understanding and retention of content, in other words, reading and writing to learn.
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Orientação : Maria Elvira Callapez
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BIOLOGIA, BIOLOGY, ENSINO DA BIOLOGIA, BIOLOGY TEACHING, ESCRITA CIENTÍFICA, ACADEMIC WRITING, ESTRATÉGIAS PEDAGÓGICAS, PEDAGOGICAL STRATEGIES, MESTRADO EM ENSINO DA BIOLOGIA E DA GEOLOGIA DO 3º CICLO DO ENSINO BÁSICO E NO ENSINO SECUNDÁRIO