Estudo da transição do ensino fundamental para o ensino médio, em ciências da natureza/química, na perspectiva de estudantes e professores

• Ano de defesa: 2020
• Autor(a) principal: Nogueira, Bettina Mühlen
• Orientador(a): Ramos, Maurivan Güntzel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática
• Departamento: Escola Politécnica
• País: Brasil
• Palavras-chave em Português: Ciências da Natureza; Química; Transição entre Ensino Fundamental e Ensino Médio; Desinteresse dos Estudantes
• Palavras-chave em Inglês: Natural Sciences; Chemistry; Transition Process from Elementary School to High School; Students Apathy
• Área do conhecimento CNPq: CIENCIAS HUMANAS: ENSINO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9870

This dissertation aimed to understand the impacts of the transition process from Elementary School to High School in Natural Sciences and Chemistry. To achieve this objective, the research has a qualitative approach. For this, it was analyzed how this stage is characterized, possible difficulties were identified and possible alternatives were proposed to the difficulties identified. The theme deals with the perception of students and teachers of Basic School, through the application of questionnaires and a literature review. Regarding to addressing the transition from Elementary School to High School on disciplines of Natural Sciences and Chemistry, the participants attended or taught in the 8th and 9th degree of Elementary School and 1st year of High School. The obtained data was analyzed using Textual Discursive Analysis. The carried out discussion was based on the carried out literature review. From the statements obtained from the data on teachers' questionnaires, four major final categories emerged, which are: associated factors to the teacher, associated factors to the students, associated factors to the school and associated factors to contemporary issues. The enunciation’s discussion obtained from the students' questionnaires, aimed at comparing the large final categories obtained from the teachers, with a view to validating the research, analyzing the similarities and differences. In that way, two major final categories emerged, namely: associated factors to the teacher and associated factors to the students.