O uso da temática macroinvertebrados aquáticos como estratégia contextualizadora para o ensino de ciências

• Ano de defesa: 2019
• Autor(a) principal: Carvalho, Andriélli Vilanova de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Bioquímica; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Macroinvertebrados aquáticos; Ensino de ciências; Tema contextualizador integrador; Aquatic macroinvertebrates; Science teaching; Contextualizing theme integrator; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/21027

The present research was developed with students of the 8th grade in a public elementary school in the city of Uruguaiana, RS, in 2018, and had the objective of evaluating the use of Aquatic Macroinvertebrates as a contextualizing strategy for teaching science as well as well as the analysis of the teaching strategies addressed in the research. The work deals with exploratory scientific research of a qualitative and quantitative nature. This work made a diagnosis of students' perceptions and promoted different teaching strategies on aquatic macroinvertebrates, where pre-test questionnaires, didactic interventions and post-test questionnaires were applied. A total of 116 students from elementary school participated in the study. The results show that the students' perception regarding aquatic macroinvertebrates is categorized as fragmented and adequate, however, from the didactic interventions carried out, they were found to be significant for the improvement of the knowledge on the subject, according to the quantitative data demonstrated through the KW test, along with the qualitative evaluation, through the descriptive reports. From the development of themes with attractiveness potential such as aquatic macroinvertebrates and aiming to collaborate with strategies in teaching, we hope that the present dissertation contributes with didactic activities for the teaching of Sciences, besides stimulating contextualizing and integrating themes of knowledge.