O professor e a pesquisa na educação básica - propostas para aprender a aprender
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Data
2015-02
Autores
Orientador
Strohschoen, Andreia A. Guimarães
Banca
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Resumo
A presente Dissertação analisa a necessidade de se promover a implementação de projeto de pesquisa em sala de aula, como proposta pedagógica para aprender a aprender no ensino de ciências, investigando, assim, as concepções de ciências e de pesquisa dos referidos alunos, aprendendo pela pesquisa através do questionamento reconstrutivo e atitude cotidiana. O objetivo foi examinar implicações da inserção de estudantes em um projeto de pesquisa para a sua alfabetização científica. Metodologicamente, a investigação teve caráter qualiquantitativo, percorrendo um caminho sequencial da problemática, das hipóteses e dos experimentos, assim como a pesquisa – ação, que permitiu observar atitudes e indagações, gerando subsídios ao objeto de estudo. Para tanto, ocorreu intervenção com atividades experimentais na sétima série do Ensino Fundamental de uma escola estadual no Município de Macapá/AP. O material suscitado foi construído pelos seis alunos, usando seu meio social e o registro no diário de bordo durante as orientações dos projetos de pesquisa desenvolvidos no decorrer da pesquisa. Dessa forma, caracterizou os indicadores da alfabetização científica através das observações dos registros, que apresentaram questionamento reconstrutivo, reflexões, mapas conceituais e competências, entendidos como habilidades de ação e investigação na construção do conhecimento que partiu do empírico ao científico. À vista disso, as atividades desenvolvidas pelo grupo de discentes foram analisadas, o que permitiu compreender a importância da iniciação à pesquisa na Educação Básica para que os estudantes pudessem alcançar um ensino básico de Ciências para além dos conteúdos pré-determinados. A partir da análise dos projetos de pesquisa, considera-se um recurso metodológico para o planejamento de propostas didáticas que tenham como meta promover condições e oportunidades no âmbito educacional para o desenvolvimento de cidadãos cientificamente alfabetizados.
This dissertation approaches the need of classroom research in order to implement it as a pedagogical work on learning how to learn on Science studies, and investigate the conceptions of Science and research by those students, learning by reconstructive questioning, and through everyday action. This work aimed to analyze implications of student inclusion in a research project for scientific literacy of these. The method used to develop this reserach was quali-quantitative. It was done in a sequence of problems, hypothesis and experiments, as well as the research – this action allowed the observation of atituds and questions, and provided subsides to the study object. To do this work, an intervention was made among the 7th grade students in a public state school in the district of Macapá, Amapá. The raised materials were made by the students themselves. They used their own social environment and the information in their logbook, which was written while students were advised and the research was done. Thus, the indicators of Science literacy were featured through the analysis of the information present in the reconstructive questionnaire, in reflections, conceptual maps and competences, which are assumed as action and research skills in the construction of knowledge that comes from empirical to scientific. Thus, the activities developed by the group of students were analyzed, allowing understand the importance of beginning research in basic education so that students can achieve a basic teaching of science beyond the predetermined content. Starting from the analysis of the research projects considered a methodological resource for planning educational proposals that have the goal to promote conditions and opportunities in the education sector for the development of scientifically literate citizens.
This dissertation approaches the need of classroom research in order to implement it as a pedagogical work on learning how to learn on Science studies, and investigate the conceptions of Science and research by those students, learning by reconstructive questioning, and through everyday action. This work aimed to analyze implications of student inclusion in a research project for scientific literacy of these. The method used to develop this reserach was quali-quantitative. It was done in a sequence of problems, hypothesis and experiments, as well as the research – this action allowed the observation of atituds and questions, and provided subsides to the study object. To do this work, an intervention was made among the 7th grade students in a public state school in the district of Macapá, Amapá. The raised materials were made by the students themselves. They used their own social environment and the information in their logbook, which was written while students were advised and the research was done. Thus, the indicators of Science literacy were featured through the analysis of the information present in the reconstructive questionnaire, in reflections, conceptual maps and competences, which are assumed as action and research skills in the construction of knowledge that comes from empirical to scientific. Thus, the activities developed by the group of students were analyzed, allowing understand the importance of beginning research in basic education so that students can achieve a basic teaching of science beyond the predetermined content. Starting from the analysis of the research projects considered a methodological resource for planning educational proposals that have the goal to promote conditions and opportunities in the education sector for the development of scientifically literate citizens.
Descrição
Palavras-chave
Alfabetização científica; Ensino de ciências; Questionamento reconstrutivo; Projeto de pesquisa
Citação
OLIVEIRA, Aldeni Melo De. O professor e a pesquisa na educação básica - propostas para aprender a aprender. 2015. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, fev. 2015. Disponível em: http://hdl.handle.net/10737/800.