Ensino de ciências da natureza na perspectiva do educar pela pesquisa: proposta de um itinerário didático
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| Main Author: | |
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| Publication Date: | 2025 |
| Format: | Doctoral thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10123 |
Summary: | This study refers to the doctoral thesis linked to the line of Research Educative Practices in the teaching of Sciences and Mathematics of the postgraduate program in the Sciences and Mathematics Teaching of the University of Passo Fundo. The main study point is associated to the following question: What are the contributions of a teaching proposal supported on the research-based learning to the development of autonomy, competence and belonging sense of the students in relation to the object of study? The main goal is to investigate the relevance of a didactics proposal elaborated to the Natural Sciences of High School and supported on the Teaching through Research, in terms of the contribution to the autonomy, competence and belonging sense development of the students in relation to the object of study. For that, an activity guide has been set, designated “Didactic itinerary” having a set of steps necessary to the development of an investigative activity associated to the reconstruction of the knowledge, as proclaimed by the Teaching through Research. From that, a set of six activities have been elaborated which integrate the educational product, three of them have been applied in real teaching situations (16 meetings) in a class of 20 First grader students of High School of a public school located in the countryside of Santa Catarina. The theoretical contributions to the study are on the research-based learning, in the voice of Pedro Demo, and in the Teaching through Investigation, associated to the discussions of Anna Maria Pessoa de Carvalho and Lúcia Helena Sasseron. Furthermore, it is anchored in the perspective of a teaching process that promotes autonomy, competence and belonging as brought by Clement et al. (2015). The research approach is qualitative and descriptive, using data production through three instruments: researcher’s notes on his appointment book at the end of every meeting with the students; the material produced by them during the exercises; also, from interviews with these students at the end of the three activities. The obtained data have been analyzed through Discursive Textual Analysis (DTA), with five pre-defined categories and given by the theoretical framework and an emerging category originating from the produced data. The predefined categories are linked to the attributes associated with scientific research, which are: Autonomy; Competence; Belonging; Knowledge Reconstruction; and Communication. The emerging category identified in the study has been the Critical Education. The results have indicated the practicability of the proposal for teaching Natural Sciences, highlighting that research-based activities foster the development of skills such as self-confidence, active learning, experimental competence, data understanding, scientific argumentation, conceptual understanding, text writing, use of scientific language, social interaction, autonomous reconstruction of knowledge, and communication of results, contributing to students' scientific literacy and critical education of the students. As an educational product, this support material is presented for Natural Sciences teachers, constituted by the didactic itinerary and the six pedagogical activities, available on the program website and on the EduCapes Portal (http://educapes.capes.gov.br/handle/capes/1131105). |
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