Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
QUEIROZ, Ane Cleries Maria
 |
| Orientador(a): |
LEÃO, Ana Maria dos Anjos Carneiro |
| Banca de defesa: |
NEVES, Ricardo Ferreira das,
MOURA, Geraldo Jorge Barbosa de |
| 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/tede2/9735
|
Resumo: |
Science/Biology teachers face significant challenges in teaching zoological contents in Basic Education, especially regarding the order Chiroptera, represented by bats, animals often surrounded by myths and negative perceptions. The general objective of this research is to evaluate the potential of Project-Based Learning (PBL) in the construction of scientific knowledge about bats, using the principles of the Theory of Critical Meaningful Learning (TCML). We adopted a qualitative approach, and the research universe was composed of students of Biological Sciences Licenciate from a public university in Northeastern Brazil. We developed an intervention proposal based on PBL, following the methodological steps proposed by Bender (2014) and organized in three stages: 1. Pre-intervention, with the application of a questionnaire prior to enrollment; 2. Intervention, with the execution of the course "(RE)construction of Knowledge about Bats"; 3. Post-intervention, when conceptual maps were developed. The data obtained were analyzed qualitatively, seeking to identify possible changes in students’ knowledge and attitudes towards bats. The results indicate that PBL is an effective approach to broaden students’ understanding of chiropteran biology and ecology, as well as to raise awareness of the importance of conserving these animals, in accordance with the principles of TCML. We conclude that PBL promotes active and collaborative learning, while TCML ensures that this learning is meaningful, connecting new knowledge to students’ existing concepts. This theoretical-methodological articulation is especially effective for topics related to biodiversity conservation, such as chiropterans, as well as improves the construction of scientifically robust and socially relevant knowledge. We recommend the implementation of similar educational programs in other areas of knowledge to promote environmental and scientific education in an integrated and participatory way. |
