Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
SILVA, Lidianne Maria da
 |
| Orientador(a): |
ARAÚJO, Lúcia de Fátima |
| Banca de defesa: |
SANTA-CLARA, Angela Maria Oliveira,
ARAÚJO, Monica Lopes Folena,
FRAGA, Catarina Fernandes de Oliveira |
| 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: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7450
|
Resumo: |
The textbook is the main educational support tool used by the teacher and therefore fundamental to the teaching-learning process. In this regard is appropriate that it addresses the learning content promoting the knowledge construction in a reflective manner, metacognitive. In this sense, the goal of this research was to analyze if the science textbook can foment the development of metacognitive strategies in students. For such, the science textbook best rated by the PNLD (National Textbook Program Guide) was selected and had the chapters on water in the environmental perspective content identified. We decided for the water content as it is a very current topic in discussions about environmental issues. Initially, we conducted an exploratory study on the review of the PNLD guide and Teacher's Manual for identification of traces of metacognitive processes in the selected textbook, and then we began the reading / analysis of the book chapters that had the water content in the environmental perspective, classifying the contents addressed according to the dimensions of learning content (conceptual, procedural and attitudinal) and categorizing activities that could promote metacognitive strategies, according to the categories proposed by Araújo (2009) and Lucena (2013). At the end of the analysis, we realized that the investigated textbook presents itself constructivist, with 44.82% of activities that, if well worked by the teacher can promote metacognitive knowledge strategies , which seek to promote the construction of knowledge from the students' prior knowledge, as constructivism suggested. We also found questions in which it is proposed a self-assessment of the student on topics related to environmental issues, which may favor the construction of a critical and reflexive view of the student on such issues. Therefore, the investigated textbook fulfills the proposal to make the student reflect and use his previous knowledge, as discussed on the PNLD guide and also at the Teacher's Guide. Nevertheless, it can not be forgotten the importance of teachers‟ practice, which needs to build propitious moments for the teaching-learning process to encourages the development of metacognitive strategies. |
