Aplicação interdisciplinar do enfoque ciência, tecnologia e sociedade: uma proposta para as disciplinas de biologia, física e química
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Data
2020-03
Orientador
Oliveira, Eniz Conceição
Banca
Strohschoen, Andreia Aparecida Guimarães
Herber, Jane
Ritter, Jaqueline
Título do periódico
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Título do Volume
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Resumo
O tema da presente dissertação preconiza uma proposta pedagógica envolvendo as disciplinas de Biologia, Física e Química para o 1o ano do Ensino Médio, com enfoque CTS e aplicada interdisciplinarmente a situações cotidianas dos estudantes. Observando o contexto da sala de aula, percebeu-se durante a ação docente a falta de conhecimento por parte dos estudantes quanto à aplicabilidade cotidiana dos
conhecimentos oriundos dessas ciências. Observando isso, foi formulado o problema de pesquisa: Como uma proposta pedagógica com enfoque CTS, desenvolvida de forma interdisciplinar, auxilia os estudantes num melhor entendimento sobre as relações com o cotidiano nas disciplinas de Biologia, Física e Química? A fim de responder essa problemática, objetivou-se a investigação de como tal proposta auxiliaria na evolução do citado entendimento. Para tal, foram traçados três objetivos específicos: 1) Instigar estudantes a procurar soluções para problemas cotidianos sociais, utilizando os conhecimentos de Biologia, Física e Química como fontes de informação; 2) Desenvolver nos estudantes o entendimento que as ciências não são campos isolados, e sim que trabalham em conjunto para explicar fenômenos; 3)Propor soluções para problemas cotidianos sociais, levantados pelos estudantes em seu próprio contexto social. Para tal, foi elaborada uma proposta pedagógica com duração de sete encontros, dos quais participaram vinte estudantes pertencentes à
uma turma de 1o ano do Ensino Médio de uma escola privada localizada na Grande São Paulo. Embasada pelos conceitos da interdisciplinaridade, do enfoque Ciência, Tecnologia e Sociedade e da Aprendizagem Baseada em Problemas, a proposta propugnava problemas do cotidiano dos estudantes, aos quais era necessário que esses buscassem por soluções que envolvessem os conhecimentos de Biologia, Física e Química. A obtenção de dados ocorreu através de questionários aplicados anterior e posteriormente ao desenvolvimento da proposta. Tais questionários foram analisados através da Análise Textual Discursiva e demonstraram que houve evolução do conhecimento dos estudantes quanto à aplicabilidade cotidiana de
conceitos oriundos da Biologia, Física e Química.
This dissertation’s theme searches for a pedagogical proposition that involves the subjects of Biology, Physics and Chemistry for students of the first year of High School. This proposition is based on the STS educational approach, and is to be applied in a interdisciplinary to the students’ context. While observing the classroom context, it was perceived that the students lacked in knowledge about the uses of scientific concepts on everyday life. That said, the research problem was made: How such a proposition would help students develop understanding about the everyday uses of scientific knowledge, specially applied to the subjects of Biology, Physics and Chemistry? In order to solve such problem, the main goal of this research is to understand how this proposition would help the students. To do so, three specific goals were made: 1)Instigate the students to search for solutions to everyday problems, using scientific concepts from Biology, Physics and Chemistry; 2) Develop in the students the knowledge that different sciences do not work separately from each other, but they develop knowledge together in order to explain nature’s phenomena; 3) Look for solutions to everyday problems, located in the students’ own social context. In order to do so, a pedagogical proposition was elaborated, with the duration of seven meetings. In these meetings, twenty students from a first year of private High School class participated. The school was located nearby São Paulo, Brazil. This proposition was based on the concepts of interdisciplinarity, the Science, Technology and Society educational approach and the Problem-Based Learning and looked toward to raise solutions to everyday problems, always using scientific knowledge to develop such a solution. The data was collected through written questioning, answered before and after the proposed activities. Both questionings were analyzed following the concepts of the Discursive Textual Analysis, showing that there was an evolution on the students’ knowledge about the uses of scientific concepts on everyday life.
This dissertation’s theme searches for a pedagogical proposition that involves the subjects of Biology, Physics and Chemistry for students of the first year of High School. This proposition is based on the STS educational approach, and is to be applied in a interdisciplinary to the students’ context. While observing the classroom context, it was perceived that the students lacked in knowledge about the uses of scientific concepts on everyday life. That said, the research problem was made: How such a proposition would help students develop understanding about the everyday uses of scientific knowledge, specially applied to the subjects of Biology, Physics and Chemistry? In order to solve such problem, the main goal of this research is to understand how this proposition would help the students. To do so, three specific goals were made: 1)Instigate the students to search for solutions to everyday problems, using scientific concepts from Biology, Physics and Chemistry; 2) Develop in the students the knowledge that different sciences do not work separately from each other, but they develop knowledge together in order to explain nature’s phenomena; 3) Look for solutions to everyday problems, located in the students’ own social context. In order to do so, a pedagogical proposition was elaborated, with the duration of seven meetings. In these meetings, twenty students from a first year of private High School class participated. The school was located nearby São Paulo, Brazil. This proposition was based on the concepts of interdisciplinarity, the Science, Technology and Society educational approach and the Problem-Based Learning and looked toward to raise solutions to everyday problems, always using scientific knowledge to develop such a solution. The data was collected through written questioning, answered before and after the proposed activities. Both questionings were analyzed following the concepts of the Discursive Textual Analysis, showing that there was an evolution on the students’ knowledge about the uses of scientific concepts on everyday life.
Descrição
Palavras-chave
ABP; Enfoque CTS; Ensino; Interdisciplinaridade; Interdisciplinarity; PBL; STS Approach; Teaching
Citação
ARAUJO, Thiago Petermann Zillig Alberti. Aplicação interdisciplinar do enfoque ciência, tecnologia e sociedade: uma proposta para as disciplinas de biologia, física e química. 2020. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 26 mar. 2020. Disponível em: http://hdl.handle.net/10737/2837.