Integração da aprendizagem baseada em problemas com o ensino fundamentado em modelagem: um estudo de caso sobre as ações discursivas de uma professora de Química

• Ano de defesa: 2024
• Autor(a) principal: Amanda Souza Barcelos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Aprendizagem baseada em problemas; Ensino fundamentado em modelagem; Papel do professor; Ensino de Química; Ensino de Ciências; Educação; Química - Estudo e ensino; Ensino médio; Química - Métodos de ensino
• Link de acesso: http://hdl.handle.net/1843/78039

In this dissertation, we conducted a qualitative research study of a single exploratory case, investigating the integration of Problem-Based Learning (PBL) and Modeling-Based Teaching (MBT) in the context of ordinary Science Education in high school. The aims were: to identify the actions taken by a Science teacher when implementing a didactic sequence integrating PBL and MBT; and to analyze how these actions affected the students' learning process. The study was motivated by the growing lack of interest among students in traditional schooling, which requires alternative approaches. PBL and MBT were chosen due to their constructivist nature and coherence in integration. Methodologically, audio recordings of a pre-existing didactic sequence developed by a Research Group, but modified for this study's context, were analyzed. The chosen topic was acid rain. The teacher had little experience with PBL and none with MBT, while the students had no prior exposure to either. Data was transcribed and analyzed, focusing on the Chemistry teacher's actions. To identify the actions performed by the teacher, we bult a list of twenty actions that may be carried out by a teacher when conducting classes based on the integrations of PBL and MBT in a regular high school context. Despite the teacher manifesting all actions related to PBL and MBT, her lack of experience seemed to favor those related to students’ engagement and organization of the classes. Results also indicated the teacher mainly influenced in motivating and guiding students through scientific processes, with a gap identified in promoting metacognitive understanding, particularly regarding the meaning and significance of models and modeling in knowledge construction. Overall, the study underscored the teacher's pivotal role in implementing PBL and MBT. While acknowledging limitations due to the teacher's early career stage, future research involving multiple teachers could broaden discussions. The study emphasizes the importance of teacher education and may provide practical situations to be discussed aiming to enhance future teaching practices. It also contributes to advancing research, particularly regarding the integration of PBL and MBT in basic education and the teacher's role therein.