Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Oliveira, Adriano José de
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| Orientador(a): |
Soares, Márlon Herbert Flora Barbosa
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| Banca de defesa: |
Soares, Márlon Herbert Flora Barbosa,
Francisco Júnior, Wilmo Ernesto,
Genovese, Cinthia Letícia Carvalho Roversi,
Vaz, Wesley Fernandes,
Mesquita, Nyuara Araújo da Silva |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Química (IQ)
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| Departamento: |
Instituto de Química - IQ (RG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/11787
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Resumo: |
This work began with the artisanal manufacture of cleaning products, carried out on weekends, developed over a decade ago by researchers, who have always sought to improve the learning of science by students/community from the surroundings of the participating schools. Based on this choice, experimental classes, we observed the scientific literacy (LC) of students who participated in these classes, in order to determine scientific knowledge, according to the LC. In this way, we developed analysis categories, based on the area's bibliography, for the LC through experimentation. Thus, the work presents a definition of literacy sharing with the concept of scientific literacy, we present how the experimental classes were conducted on weekends, which demonstrated different interests from those of regular classes, that is, we have a qualitative research characterized as a study of multiple case of exploratory type. The observations of experimental classes, 12 in total in four public schools, were based on the data analysis technique of Bardin (2016), which allowed us, a posteriori, to determine our Universe of Scientific Literacy (ULC), with its respective spaces of interaction, through experimentation carried out outside the usual class time. Therefore, in order to validate the ULC, we applied a questionnaire with four questions involving the concept of solutions and one with general knowledge, and we filmed the learning moments. In the analysis of the responses to the questionnaires, we have evidence of a high number of students present in the first category (Primordial Space) with 90.3%, indicating the participants' difficulties in expressing themselves, through writing, using scientific concepts. When analyzing the footage, we observed that students have more interactions in orality than in writing, and consequently an improvement, even if small, in relation to their scientific knowledge. In this way, experimentation is a means of providing the learning and construction of the LC, which has been proven using the ULC, proving to be a relevant tool to collaborate in future research, as well as for teachers with the aim of LC evolution. |
