Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
SILVA, Antonio Denilson Leandro da
 |
| Orientador(a): |
SILVA, Suely Alves da |
| Banca de defesa: |
AMARAL, Edenia Maria Ribeiro do,
LIMA, Analice de Almeida |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9438
|
Resumo: |
Current trends in Science Education seek (trans)formations with a view to (re)meaning learning of scientific concepts in the classroom, through methodological dynamics that provide critical sense and student protagonism. We sought throughout this research to analyze, in qualitative terms, the constitution of discursive interactions and the (re)signification of the acid-base concept from investigative activities in the teaching of Chemistry. Thus, the research is qualitative, and was developed with 24 (twenty-four) students of the first grade of high school of a state public school in the Northeast of Pará. For the production of the data we used video-recording as a collection instrument, for later transcription and analysis of all the moments proposed in an investigative activity on acids and bases. Then, we applied two questionnaires with open questions, which were answered by the students at the beginning and at the end of the research proposal. The analysis of the video-recorded data occurred from the analytical tool developed by Mortimer and Scott, from which we were able to characterize the discourses developed by the teacher and students in the classroom through discursive interactions, looking at the patterns of interaction. The questionnaires were analyzed in the light of Discursive Textual Analysis. Initially, through the students' previous conceptions, we found very superficial ideas about acids and basics. Also, we identified through the discourses that permeated the discursive interactions, the presence of the classes of communicative approaches, dialogical interactive and interactive of authority. The pattern Initiation - Response - Assessment (I-R-A) emerged on several occasions. Thus, we consider that the use of investigative activities in Chemistry contributes to the construction of concepts in the classroom and we hope that this research will serve as a basis for further studies to be developed. |
