Sala de aula invertida e aprendizado baseado em problemas : contributos para o letramento científico de estudantes do ensino médio
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Dados sobre o baixo Letramento Científico (LC) dos estudantes brasileiros, apontados pelo relatório PISA (Programme for International Student Assessment), edição 2018, revelam a necessidade urgente de estudos que direcionem esforços para a formação de estudantes com mais autonomia e criticidade. A presente pesquisa tem por objetivo determinar os contributos da integração metodológica Flipped Classroom (Sala de Aula Invertida) e Problem-based learning (Aprendizado Baseado em Problemas) para o LC de estudantes do Ensino Médio de uma escola pública do Distrito Federal. A pesquisa quantificou o nível de alfabetização científica dos estudantes, sua percepção quanto às aprendizagens significativas e apresentou os dados socioeconômicos dos estudantes. O livro didático foi analisado quanto aos seus pressupostos teóricos, metodológicos e semiótica multimodal. Foi analisado o discurso dos estudantes, suas produções orais e escritas e indicadores de alfabetização científica, que pudessem indicar progresso do LC. Os resultados mostraram um perfil de estudantes condicionados às aulas tradicionais, em que, aproximadamente, 50% são alfabetizados cientificamente. A integração das metodologias criou condições de reflexão e contribuição entre diferentes sujeitos, os quais produziram autorias em um contexto de ausência de acesso a Tecnologias Digitais de Informação e Comunicação (TDIC). Os elementos gráficos, figuras e exemplos, nos LD, estimularam a produção de argumentos e analogias influenciando nas argumentações dos estudantes.
Data on the low Scientific Literacy (SL) of Brazilian students, pointed out by the PISA (Programme for International Student Assessment) report, 2018 edition, reveal the urgent need for studies that direct efforts towards the formation of students with more autonomy and criticality. The present research aims to determine the contributions of the methodological integration Flipped Classroom and Problem-based learning to the SL (Scientific literacy) of high school students from a public school in the Federal District. The research quanti fied the students' level of scientific literacy, their perception of significant learning, and presented the students' socioeconomic data. The textbook was analyzed for its theoretical, methodological and multimodal semiotic assumptions. The students' discourse, their oral and written productions, and indicators of scientific literacy that could indicate progress in SL were analyzed. The results showed a profile of students conditioned to traditional classes, in which approximately 50% are scientifically literate. The integration of the methodolo gies created conditions for reflection and contribution between different subjects, which produced authorship in a context of lack of access to Digital Information and Communication Technologies (DICT). The graphic elements, figures and examples, in the textbooks, stimulated the production of arguments and analogies, in fluencing the students' arguments.
Data on the low Scientific Literacy (SL) of Brazilian students, pointed out by the PISA (Programme for International Student Assessment) report, 2018 edition, reveal the urgent need for studies that direct efforts towards the formation of students with more autonomy and criticality. The present research aims to determine the contributions of the methodological integration Flipped Classroom and Problem-based learning to the SL (Scientific literacy) of high school students from a public school in the Federal District. The research quanti fied the students' level of scientific literacy, their perception of significant learning, and presented the students' socioeconomic data. The textbook was analyzed for its theoretical, methodological and multimodal semiotic assumptions. The students' discourse, their oral and written productions, and indicators of scientific literacy that could indicate progress in SL were analyzed. The results showed a profile of students conditioned to traditional classes, in which approximately 50% are scientifically literate. The integration of the methodolo gies created conditions for reflection and contribution between different subjects, which produced authorship in a context of lack of access to Digital Information and Communication Technologies (DICT). The graphic elements, figures and examples, in the textbooks, stimulated the production of arguments and analogies, in fluencing the students' arguments.