Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Granada, Mateus de Almeida |
| Orientador(a): |
Fagan, Solange Binotto |
| Banca de defesa: |
Pigatto, Aline Grohe Schirmer,
Oliveira , Gilberto Orengo de,
Santarosa, Maria Cecília Pereira,
Jauris , Carolina Ferreira de Matos |
| Tipo de documento: |
Tese
|
| 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/1143
|
Resumo: |
This study is about the usage of Design Based Research for the analysis of cycles that are composed of four phases adapted from the propositions by Reeves (2000), initiating in the identification of a problem situation, followed by the proposition of a solution through the organization of a potentially meaningful teaching material (artifact) for the basic education, the intervention being the use of the artifact in real context up to an analysis in retrospective, followed by the investigation of meaningful learning evidences by the students in order to create principles of design in the end. Aiming to do so, we will use applied nanoscience interdisciplinarity in the areas of nature sciences and mathematics. In an attempt to understand how the researches that involve nanosciences, Design Based Research and the Meaningful Learning theory by Ausubel are being approached in the specialized literature, we have carried out a bibliographic review that encompassed the last fifteen years. Throughout the thesis, we highlight the main aspects of nanoscience within the educational context and will expose in detail the phases of the Design Based Research. Secondly, we describe the main characteristics of the Ausubel theory when it comes to Meaningful Learning. Later, we investigate how this learning theory validates the present study. By means of this intersection, artifacts that approach physics, chemistry and biology contents were built through nanoscience and an adaptation of the three pedagogical moments proposed by Delizoicov and Angotti (1990) was employed in its structure. We have also investigated the efficacy of these teaching strategies through interventions and different methods of evaluation which the students were submitted to. Such analysis and activities are new in the academic literature and were composed of two cycles. Each one was developed with the participation of three collaborating teachers and groups of fifteen students regularly enrolled in high school at the Military School of Santa Maria – RS. After the analysis of all the phases of this interventionist methodology, the result was that nanoscience may contribute to the socialization of scientific and technological knowledge in the basic school, also being able to be included in different areas of knowledge, due to its interdisciplinarity. Besides, Design Based Research played its role in terms of the creation of artifacts and the validation of its pedagogical function, through the redesign carried out by the researchers involved in the process. Finally, we concluded that the Meaningful Learning theory by Ausubel and the Design Based Research can be reconciled, converging to a focal point: the meaning of a new concept in the cognitive structure of the individual being observed. |
