O processo de construção de práticas epistêmicas e científicas no ensino de física moderna e contemporânea

• Ano de defesa: 2021
• Autor(a) principal: Santana, Wanessa Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Ensino por investigação; trabalho colaborativo; práticas epistêmicas e científicas; astronomia; subject.br-rjbn; Ensino de Ciências e Matemática
• Link de acesso: http://repositorio.ufes.br/handle/10/15470

This research work describes the process of insertion of high school students from the state public network into scientific culture, motivated by the challenge of investigating concepts, preparing and submitting works for the Espírito Santo Astronomy Show, in the 2019 and 2020 editions. The look at this rich process of knowledge construction, developed in a collaborative way, was guided by the theoretical perspective of Teaching by investigation. Among the subjects who participated in this research were 23 students from the 1st, 2nd and 3rd year of the regular education modality, 1 student from the EJA modality and 7 teachers. The reflections produced in this work are referenced in the theoretical productions of several authors in the field of Science Education, highlighting the contributions of Anna Maria Pessoa de Carvalho, Geide Rosa Coelho, Lúcia Helena Sasseron and Magda Floriano Damiani. This research has a qualitative research-intervention type and data collection was performed from the teacher's field diary, audio recordings, clippings from discussions with students in the WhatsApp messaging application, textual and digital productions of students. The results showed strong evidence of the development of epistemic and scientific practices during the investigative activities. Students proposed and communicated new ideas about astronomical concepts, based on the raising of hypotheses and the construction of reasoned explanations. Thus, it was possible to identify epistemic and scientific practices from the involvement of students in investigative activities, which are supported by the collaborative work developed in the interaction of students with each other and with teachers.