O ensino de história das ciências em um curso de licenciatura em química de uma instituição federal do sertão pernambucano
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Data
2020-12
Autores
Orientador
Oliveira, Eniz Conceição
Banca
Leão, Marcelo Franco
Schuck, Rogério José
Del Pino, José Claudio
Título do periódico
ISSN
Título do Volume
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Resumo
Compreender minimamente a Ciência é saber que o conhecimento cientifico demanda um caminhar, um processo; portanto, não nasce pronto; é construído no decorrer de anos, décadas ou mesmo séculos e de forma não vertical. Compreender esse processo e enxergá-lo no nosso cotidiano é ser alfabetizado cientificamente. Assim, essa dissertação teve como objetivo promover ações pedagógicas visando levar os alunos a reconhecerem a importância do estudo da História das Ciências e da Alfabetização Científica na formação inicial de professores de Química. A temática abordada foi referendada com os estudos de Chassot (2018, 2004, 2003), Gil Pérez e et. al (2001), Sasseron e Carvalho (2011), Sasseron e Machado (2017), Carvalho e Gil Pérez (2011), entre outros. Como procedimento metodológico, optou-se pela abordagem qualitativa, na modalidade estudo de caso. Os sujeitos participantes da pesquisa foram 24 (vinte e quatro) alunos matriculados na disciplina de História das Ciências, Curso de Licenciatura em Química do IF Sertão Pernambucano no semestre 2019.2. Como técnicas de investigação e coleta de dados, foram utilizados: mapa mental, nuvem de palavras, formulário eletrônico, elaboração de uma cartilha e diário de campo. Como procedimento de análise dos dados, foi feita uma aproximação com os pressupostos da técnica de análise de conteúdo, em que as informações obtidas foram categorizadas e chegamos a três categorias: a importância da HC para o futuro professor conhecer como se deu a evolução da Ciência ao longo da história, AC como apropriação do conhecimento científico e como habilidade de criticar e solucionar problemas do dia a dia e HC como possibilidade de facilitar a AC. Os resultados evidenciam que os alunos compreenderam a importância do estudo da História das Ciências, mas que não conheciam o termo Alfabetização Científica. Em relação à elaboração da cartilha, houve uma participação ativa dos investigados. Por fim, comprovou-se a necessidade de ensino nos eixos da abordagem da Alfabetização Científica de forma mais explicita durante o curso.
If one minimally understands Science, one knows that scientific knowledge requires treading a path, going through a process. It is not something ready; it is built along the years, decades, and even centuries in a non-vertical manner. Understanding this process and seeing it in our daily lives means being scientifically literate. In this light, this is a thesis of a study whose purpose was to promote teaching activities that lead students to acknowledge the relevance of studying the History of Sciences (HS) and the Scientific Literacy (SL) at the beginning of the chemistry teacher education. The theme approached was supported by studies of Chassot (2018, 2004, 2003), Gil Pérez et al. (2001), Sasseron and Carvalho (2011), Sasseron and Machado (2017), and Carvalho and Gil Pérez (2011), among others. The methodologic procedure used was the qualitative approach to a case study. The subjects of the research were 24 students enrolled in the course of History of Sciences in the Chemistry Teaching Training Program of the IF Sertão Pernambucano (countryside of Pernambuco, Brazil) in 2019/2. The investigation and data collection techniques were a mental map, word cloud, electronic form, design of a booklet, and a journal. To analyze the data, an approach with the assumptions of the content analysis technique was carried out in which the information obtained was categorized in three: the relevance of the HS for the awareness of the teachers-to-be on the evolution of Science along history; SL as acquiring scientific knowledge and as an ability to critique and solve daily problems; and HS as a facilitator for SL. The outcomes showed that the students understood the relevance of studying the History of Sciences, but were not familiar with SL. In regards to designing the booklet, students participated actively. Finally, it has become clear that there is a need for teaching the principles to approach Scientific Literacy in a more transparent manner in this program.
If one minimally understands Science, one knows that scientific knowledge requires treading a path, going through a process. It is not something ready; it is built along the years, decades, and even centuries in a non-vertical manner. Understanding this process and seeing it in our daily lives means being scientifically literate. In this light, this is a thesis of a study whose purpose was to promote teaching activities that lead students to acknowledge the relevance of studying the History of Sciences (HS) and the Scientific Literacy (SL) at the beginning of the chemistry teacher education. The theme approached was supported by studies of Chassot (2018, 2004, 2003), Gil Pérez et al. (2001), Sasseron and Carvalho (2011), Sasseron and Machado (2017), and Carvalho and Gil Pérez (2011), among others. The methodologic procedure used was the qualitative approach to a case study. The subjects of the research were 24 students enrolled in the course of History of Sciences in the Chemistry Teaching Training Program of the IF Sertão Pernambucano (countryside of Pernambuco, Brazil) in 2019/2. The investigation and data collection techniques were a mental map, word cloud, electronic form, design of a booklet, and a journal. To analyze the data, an approach with the assumptions of the content analysis technique was carried out in which the information obtained was categorized in three: the relevance of the HS for the awareness of the teachers-to-be on the evolution of Science along history; SL as acquiring scientific knowledge and as an ability to critique and solve daily problems; and HS as a facilitator for SL. The outcomes showed that the students understood the relevance of studying the History of Sciences, but were not familiar with SL. In regards to designing the booklet, students participated actively. Finally, it has become clear that there is a need for teaching the principles to approach Scientific Literacy in a more transparent manner in this program.
Descrição
Palavras-chave
Alfabetização científica; Formação de professores; História das ciências; History of sciences; Scientific literacy; Teacher education
Citação
ALMEIDA, Mônica Dias De Souza. O ensino de história das ciências em um curso de licenciatura em química de uma instituição federal do sertão pernambucano. 2020. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 17 dez. 2020. Disponível em: http://hdl.handle.net/10737/3275.