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Advisor(s)
Abstract(s)
A evolução científico-tecnológica que caracteriza o século XXI coloca à escola, em
particular ao ensino de ciências, o desafio de promover nos alunos, desde cedo, competências
de conhecimento, mas também de exigência e de cidadania. Pretende-se, por exemplo, que
desenvolvam o raciocínio, a resolução de problemas, o pensamento crítico e criativo, mas
também a responsabilidade, a autonomia, a cooperação que os ajudará na solução de problemas
do quotidiano. É com base nestas premissas que admitimos a importância dos alunos realizarem
atividades experimentais que permitam confrontar as conceções prévias com a observação e
encontrar explicações a partir das variáveis em confronto. É igualmente importante a
possibilidade de generalizar para situações afins e de aplicar o conhecimento em situações
novas. Acreditamos que uma aprendizagem contextualizada, desafiadora e significativa, como
aquela que se concretiza na realização experimental, contribui para a formação de sujeitos
esclarecidos e atuantes socialmente. Admitimos também que dada a importância do manual
escolar no processo de ensino/aprendizagem, reconhecida pelos intervenientes no processo
educativo (Martins, 2011; Fernandes & Pires, 2013), se torna fundamental que apresente
experiências que estimulem os alunos. Investigaram-se manuais de CN, 4º ano do Ensino
Fundamental, para perceber que atividades experimentais sugerem, como estão organizadas e
são exploradas. Consideraram-se os 18 manuais selecionados pelas 5.438 escolas públicas dos
497 municípios do estado Rio Grande do Sul, Brasil. É uma investigação de natureza
essencialmente qualitativa que tem como principal técnica de recolha de dados a análise
documental. O principal objetivo da comunicação é dar a conhecer o Instrumento de Análise.
Previa 5 tipos de experiências: Ilustrativas (de confirmação, para reforço do conhecimento);
Para observar o que acontece (de aquisição, para obtenção de conhecimento); POCEA (prever,
observar, comparar, explicar, aplicar) com guião e POCEA sem guião (de aquisição e
desenvolvimento, para obtenção e (re)construção conceptual e evolução do raciocínio);
Investigativas (de desenvolvimento, para evolução conceptual, do raciocínio e resolução de
problemas). Dos 155 episódios encontrados, 40 referem atividades Ilustrativas, 29 Para
observar o que acontece e 86 POCEA com guião, sendo necessário que os manuais contemplem
POCEA sem guião e investigativas, como reforço substancial da aprendizagem/
desenvolvimento dos alunos.
The scientific-technological evolution that characterizes the 21st century poses to schools, in particular to science teaching, the challenge of promoting in students, from an early age, knowledge skills, but also demanding and citizenship skills. It is intended, for example, that they develop reasoning, problem solving, critical and creative thinking, but also responsibility, autonomy, cooperation that will help them to solve everyday problems. It is based on these premises that we admit the importance of students performing experimental activities that allow them to confront their previous conceptions with observation and to find explanations based on the variables in comparison. It is equally important to be able to generalize to similar situations and to apply the acquired knowledge in new situations. We believe that contextualized, challenging and meaningful learning, such as that which takes place in the experimental realization, contributes to the formation of enlightened and socially active subjects. We also admit that given the importance of the school manual in the teaching/learning process, recognized by those involved in the educational process (Martins, 2011; Fernandes & Pires, 2013), it is essential to present experimental proposals to help students. Were investigated CN manuals, 4th year of Elementary School, in order to understand which experimental activities suggest and how they are organized and explored. The 18 manuals selected by the 5.438 public schools from the 497 municipalities in the state of Rio Grande do Sul, Brazil, were considered. It is an essentially qualitative investigation whose main data collection technique is document analysis. The purpose of this communication is to make known the Analysis Instrument used. Five types of experiences were foreseen: Illustrative (confirmation, to reinforce factual/conceptual knowledge); To observe what happens (from acquisition, to obtaining conceptual knowledge); POCEA (predict, observe, compare, explain, apply) with script and POCEA without script (acquisition and development, for obtaining and conceptual (re)construction and evolution of reasoning); Investigative (developing, for conceptual evolution, reasoning and problem solving). Of the 155 episodes found, 40 refer to Illustrative activities, 29 to observe what happens and 86 POCEA with a script, it being necessary that the manuals include POCEA without script and investigative, as a substantial reinforcement of students' learning/development. Keywords: experimental activities1, textbooks2, elementary school3. References Fernandes, I. M., & Pires, D. M. (2013). As inter-relações CTSA nos manuais escolares de ciências do 2.º CEB. EDUSER: revista de educação, Vol. 5(2), p. 35-47. Martins, D. A. (2011). Os manuais de Estudo do Meio e o Ensino Experimental das Ciências no 1.º Ciclo do Ensino Básico. Dissertação de Mestrado em Ensino das Ciências. Escola Superior de Educação do Instituto Politécnico de Bragança
The scientific-technological evolution that characterizes the 21st century poses to schools, in particular to science teaching, the challenge of promoting in students, from an early age, knowledge skills, but also demanding and citizenship skills. It is intended, for example, that they develop reasoning, problem solving, critical and creative thinking, but also responsibility, autonomy, cooperation that will help them to solve everyday problems. It is based on these premises that we admit the importance of students performing experimental activities that allow them to confront their previous conceptions with observation and to find explanations based on the variables in comparison. It is equally important to be able to generalize to similar situations and to apply the acquired knowledge in new situations. We believe that contextualized, challenging and meaningful learning, such as that which takes place in the experimental realization, contributes to the formation of enlightened and socially active subjects. We also admit that given the importance of the school manual in the teaching/learning process, recognized by those involved in the educational process (Martins, 2011; Fernandes & Pires, 2013), it is essential to present experimental proposals to help students. Were investigated CN manuals, 4th year of Elementary School, in order to understand which experimental activities suggest and how they are organized and explored. The 18 manuals selected by the 5.438 public schools from the 497 municipalities in the state of Rio Grande do Sul, Brazil, were considered. It is an essentially qualitative investigation whose main data collection technique is document analysis. The purpose of this communication is to make known the Analysis Instrument used. Five types of experiences were foreseen: Illustrative (confirmation, to reinforce factual/conceptual knowledge); To observe what happens (from acquisition, to obtaining conceptual knowledge); POCEA (predict, observe, compare, explain, apply) with script and POCEA without script (acquisition and development, for obtaining and conceptual (re)construction and evolution of reasoning); Investigative (developing, for conceptual evolution, reasoning and problem solving). Of the 155 episodes found, 40 refer to Illustrative activities, 29 to observe what happens and 86 POCEA with a script, it being necessary that the manuals include POCEA without script and investigative, as a substantial reinforcement of students' learning/development. Keywords: experimental activities1, textbooks2, elementary school3. References Fernandes, I. M., & Pires, D. M. (2013). As inter-relações CTSA nos manuais escolares de ciências do 2.º CEB. EDUSER: revista de educação, Vol. 5(2), p. 35-47. Martins, D. A. (2011). Os manuais de Estudo do Meio e o Ensino Experimental das Ciências no 1.º Ciclo do Ensino Básico. Dissertação de Mestrado em Ensino das Ciências. Escola Superior de Educação do Instituto Politécnico de Bragança
Description
Keywords
Atividades experimentais Manuais escolares Ensino fundamental
Citation
Oliveira, Katia; Pires, Delmina (2021). Atividades experimentais nos livros didáticos: um estudo com manuais escolares brasileiros Experimental. In Carlos Teixeira; Vitor Gonçalves; Paula Odete Fernandes; Carla Sofia Araújo; Alexandra Soares Rodrigues (Eds) III Encontro Internacional de Língua Portuguesa e Relações Lusófonas: livro de resumos. Bragança. ISBN 978-972-745-296-5
Publisher
Instituto Politécnico de Bragança