Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Abreu, Tatiane Lopes de |
| Orientador(a): |
Costa, Denise Kriedte da |
| Banca de defesa: |
Weissbach , Paulo Ricardo Machado,
Dorow , Thais Scotti do Canto |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| 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://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1193
|
Resumo: |
Practical activities are of great importance for the development of skills and competences foreseen for Basic Education. In this sense, the insertion of activities that develop the stages of scientific initiation, from the initial series, becomes essential for the integral development of students. Through these activities, students have the opportunity to put into practice the theoretical knowledge acquired in the classroom, encouraging critical thinking, creativity, problem solving and teamwork. In this sense, the present research has the general objective of investigating the perception of graduate students about the practical activities implemented in Basic Education. As a starting point, a literature review was carried out with the subject of study and scope in experimentation, practical activities, investigative practices, scientific initiation projects and activities developed for the teaching and learning of Science and Mathematics. The research was carried out with academics from the Science and Mathematics Teaching Graduate Program (PPGECIMAT), in the line of research teaching and learning in Science and Mathematics, at the Franciscan University (UFN), in Santa Maria-RS, who are professors of Pedagogy, Biology, Physics, Chemistry or Mathematics in Basic or Higher Education. The research used a mixed qualitative and quantitative approach, with a descriptive analytical nature. For data collection, an online Likert scale questionnaire and a semi-structured interview were used. By means of Implicative Analysis and Content Analysis, the data were analyzed, evidencing the perception of academics about the practical activities in Basic Education, implemented in Basic Education of the public and private network. The results indicate that teachers recognize the importance and contributions of implementing practical activities in the teaching-learning process. They argue that carrying out practical activities provides opportunities for the construction of new knowledge, development of individual and collective skills, understanding of everyday phenomena and teacher-student interaction. In addition, the results show the need to value the role of students in building knowledge, investing in school infrastructure, encouraging continuing education and valuing the work of teachers. |
