Ensino de ciências com abordagem CTS: o uso de objetos digitais de aprendizagem em uma sequência didática com alunos do 7º ano de uma escola pública paraense
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Data
2022-03
Orientador
Oliveira, Eniz Conceição
Banca
Del Pino, José Claudio
Leão, Marcelo Franco
Cortez, Jucelino
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Título do Volume
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Resumo
A presente dissertação abordou o uso de Objetos Digitais de Aprendizagem (ODA) como recurso em uma Sequência Didática (SD) no Ensino de Ciências com abordagem em Ciência, Tecnologia e Sociedade (CTS). Tendo em vista o desenvolvimento tecnológico que a sociedade tem vivenciado elaborou-se estratégias metodológicas voltadas para a tecnologia. De maneira geral, buscou- se analisar as contribuições viabilizadas ao aprendizado dos alunos, especificamente, objetivou-se: elaborar uma SD por meio de ODA como espaço interativo de ensino e de aprendizagem; aplicar a SD para que o processo educativo fosse dinâmico e interativo; propiciar reflexões que construam uma formação científica, autônoma e crítica; avaliar as contribuições da inserção dos ODA em uma SD para o Ensino de Ciências com abordagem CTS; identificar qual a percepção dos alunos quanto a utilização dos ODA na SD. A pesquisa assumiu uma abordagem qualitativa, aproximando-se da pesquisa-ação, tendo como foco alunos do 7o ano do Ensino Fundamental de uma da rede pública estadual, localizada no distrito de Mosqueiro-Belém-PA. Os dados foram produzidos a partir de uma Unidade Didática (UD) composta por cinco aulas de uma SD. Para análise dos dados, utilizou-se a Análise Textual Discursiva (ATD), a qual permitiu identificar duas categorias emergentes, a saber: contribuições da utilização dos ODA em uma SD no Ensino de Ciências com abordagem CTS; percepção dos alunos quanto a utilização dos diferentes ODA. Os resultados demonstraram que foi possível elaborar e aplicar a SD por meio de diferentes ODA como espaço interativo de ensino e aprendizagem por intermédio de recursos tecnológicos. As atividades permitiram aproximar os alunos do conhecimento científico com base na realidade vivenciada, propiciando entendimento sobre importância da ciência e da tecnologia para/na sociedade. Constatou-se que os ODA trouxeram efeitos positivos na aprendizagem dos alunos, permitindo o aprofundamento do conhecimento sobre o tema proposto de maneira autônoma, demonstrando um progresso e relação aos conhecimentos prévios desses alunos. Em relação a utilização dos ODA na SD, as respostas foram positivas, demonstrando ser uma experiência profícua na vida escolar dos alunos. Dessa maneira, considera-se que a utilização de ODA no Ensino de Ciências por CTS é uma ferramenta promissora no processo educativo, uma vez que foi possível a abordagem de um tema de relevância social, em associação à ciência e à tecnologia. Além disso, a SD permitiu aos alunos estudarem sobre uma situação real o qual o mundo tem vivenciado nos últimos dois anos com o surgimento da pandemia da Covid-19, contribuindo para o desenvolvimento do pensamento crítico e reflexivo. Portanto, embora os resultados sejam satisfatórios quanto ao desenvolvimento do conhecimento sociocientífico, as práticas pedagógicas que associam o ODA a uma SD no Ensino de Ciências por CTS ainda são incipientes. Por fim, sugere-se que sejam realizadas pesquisas voltadas para essa área, identificando se há algum ODA que possa ser ou não considerado mais adequado nessa associação.
This dissertation addressed the use of Digital Learning Objects (DLO) as a resource in a Teaching Sequence (DS) in Science Teaching with a Science, Technology and Society (STS) approach. Considering the technological development that society has experienced, methodological strategies focused on technology were developed. In general, we sought to analyze the contributions made possible to the students' learning, specifically, we aimed to: develop a SD using ODA as an interactive space for teaching and learning; apply the SD so that the educational process could be dynamic and interactive; provide reflections that build a scientific, autonomous, and critical education; evaluate the contributions of the insertion of ODA in a SD for Science Teaching with a CTS approach; identify the students' perception of the use of ODA in SD. The research took a qualitative approach, approaching action research, focusing on 7th grade students from a public state school, located in the district of Mosqueiro-Belém- PA. The data were produced from a Teaching Unit (DU) composed of five lessons of a DS. For data analysis, a Textual Discourse Analysis (TDA) was used, which allowed the identification of two emerging categories, namely: contributions of the use of ODA in a DS in Science Teaching with a CTS approach; students' perception regarding the use of different ODA. The results showed that it was possible to develop and apply the DS using different ODA as an interactive space for teaching and learning through technological resources. The activities allowed students to approach scientific knowledge based on their lived reality, providing an understanding of the importance of science and technology for/in society. It was found that the ODA brought positive effects on students' learning, allowing them to deepen their knowledge about the proposed theme in an autonomous way, showing progress in relation to their previous knowledge. Regarding the use of ODA in SD, the answers were positive, showing that it was a useful experience in the students' school lives. Thus, it is considered that the use of ODA in Science Teaching by CTS is a promising tool in the educational process, since it was possible to approach a theme of social relevance, associated with science and technology. In addition, the SD allowed students to study about a real situation which the world has experienced in the last two years with the emergence of the Covid-19 pandemic, contributing to the development of critical and reflective thinking. Therefore, although the results are satisfactory regarding the development of social and scientific knowledge, the pedagogical practices that associate ODA with SD in Science Teaching for CTS are still incipient. Finally, it is suggested that research be conducted in this area, identifying if there is any ODA that may or may not be considered more appropriate in this association.
This dissertation addressed the use of Digital Learning Objects (DLO) as a resource in a Teaching Sequence (DS) in Science Teaching with a Science, Technology and Society (STS) approach. Considering the technological development that society has experienced, methodological strategies focused on technology were developed. In general, we sought to analyze the contributions made possible to the students' learning, specifically, we aimed to: develop a SD using ODA as an interactive space for teaching and learning; apply the SD so that the educational process could be dynamic and interactive; provide reflections that build a scientific, autonomous, and critical education; evaluate the contributions of the insertion of ODA in a SD for Science Teaching with a CTS approach; identify the students' perception of the use of ODA in SD. The research took a qualitative approach, approaching action research, focusing on 7th grade students from a public state school, located in the district of Mosqueiro-Belém- PA. The data were produced from a Teaching Unit (DU) composed of five lessons of a DS. For data analysis, a Textual Discourse Analysis (TDA) was used, which allowed the identification of two emerging categories, namely: contributions of the use of ODA in a DS in Science Teaching with a CTS approach; students' perception regarding the use of different ODA. The results showed that it was possible to develop and apply the DS using different ODA as an interactive space for teaching and learning through technological resources. The activities allowed students to approach scientific knowledge based on their lived reality, providing an understanding of the importance of science and technology for/in society. It was found that the ODA brought positive effects on students' learning, allowing them to deepen their knowledge about the proposed theme in an autonomous way, showing progress in relation to their previous knowledge. Regarding the use of ODA in SD, the answers were positive, showing that it was a useful experience in the students' school lives. Thus, it is considered that the use of ODA in Science Teaching by CTS is a promising tool in the educational process, since it was possible to approach a theme of social relevance, associated with science and technology. In addition, the SD allowed students to study about a real situation which the world has experienced in the last two years with the emergence of the Covid-19 pandemic, contributing to the development of critical and reflective thinking. Therefore, although the results are satisfactory regarding the development of social and scientific knowledge, the pedagogical practices that associate ODA with SD in Science Teaching for CTS are still incipient. Finally, it is suggested that research be conducted in this area, identifying if there is any ODA that may or may not be considered more appropriate in this association.
Descrição
Palavras-chave
ODA; CTS; Ensino de Ciências; SD; Science Education
Citação
SILVA, Bruna Fernanda Pacheco Pereira Da. Ensino de ciências com abordagem CTS: o uso de objetos digitais de aprendizagem em uma sequência didática com alunos do 7º ano de uma escola pública paraense. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 23 mar. 2022. Disponível em: http://hdl.handle.net/10737/3406.