FEIRAS DE CONHECIMENTO NA EDUCAÇÃO BÁSICA: ESTUDO DE CASO DO MUNICÍPIO DE CANTAGALO - PR

• Ano de defesa: 2016
• Autor(a) principal: Kitor, Glauber Luciano
• Orientador(a): Melquíades, Fábio Luiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Exatas e de Tecnologia; Unicentro::Departamento de Ciências Agrárias e Ambientais
• País: Brasil
• Palavras-chave em Português: Feiras de Ciências; Mostra Científica; Experimentação; Ensino de Física
• Palavras-chave em Inglês: Science Fairs; Science Shows; experimentation; Physics Teaching
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://localhost:8080/tede/handle/tede/560

This study was developed in the State College Olavo Bilac - Fundamental and High School in municipality of Cantagalo – Paraná in 2014 and had as thruster elements some classes with seminars on topics of physics, and classes with experiments demonstrated by the teacher in the years 2010 and 2011. From this came the idea to ask to the students researching and developing a small project to be presented in Physics classes. The quality of some performances, including a production and / or experimental procedure, raised the idea of holding a scientific fair at school. The first Fair was held in 2012, from the pedagogical meeting. The objective of this study was to report the realization of a Knowledge Fair in all its stages. Furthermore, the intention was to investigate if, through an interpretative approach, the research activities carried out by students under the guidance of their teachers and socialized by Knowledge Fairs, contributed to improve learning in Physics. Additionally, was created a Instructions Guide to Fairs on the Basic Education. A case study was conducted of these Fairs, which began with a survey of the social, economic, political and cultural profiles, and understanding of studentes about research activity. It were interviewed 49 of 1600 students, which amounts to a sample of 3%. Then, there were some activities assay for Fair knowledge, from which have developed a pre-test and post-test knowledge, the later being applied about 1 month after the practices to see if there was learning formal knowledge. There were conceptual evolution in both groups surveyed, and the group that presented a better result in the pre-test obtained a higher growth rate in yield. An evaluation of projects and submission of applications was conducted to evaluate other forms of knowledge acquired by the participants. Furthermore, a satisfaction interview was conducted directed to all participants and visitors, being educators, students and parents of students. The vast majority approved the holding of Knowledge Fairs on Basic Education, which was unanimous approval among teachers. The biggest knowledge gain occured during the practical activities developed by the students, under teacher guidance. In addition to increased interaction between both, there is a greater gain of knowledge pursuit to solve problems concerning the project that is being developed. The Instructions Guide to fairs was made available to Directors and Pedagogical Teams from two schools, which considered an adaptive and applicable guide to the reality of the respective institutions.