Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
LYRA FILHO, Enoelino Magalhães
 |
| Orientador(a): |
BASTOS, Heloisa Flora Brasil Nóbrega |
| Banca de defesa: |
CARVALHO, Ana Beatriz Gomes Pimenta de,
LEÃO, Marcelo Brito Carneiro,
MENEZES, Josinalva Estacio |
| 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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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5464
|
Resumo: |
The objective of this research was to analyze the contribution to the construction of science content given by the insertion of a film in teaching investigative approach. For this was used as theoretical background, Cognitive Ecology of Pierre Levy, who is the subject of the coupling / machine, in which the subject builds and leverages for new connections and openings to more complex levels of development. A qualitative research study was organized based on Personal Construct Theory of George Kelly, specifically in the Cycle of Experience, throughout the stages analyzed results of the insertion, via technological tool school (multimedia room), the film The no-forests , in the experience of the curriculum. The results indicated that after having experienced the CEK, all students changed their initial conceptions towards a greater understanding of the issues addressed. Furthermore, the insertion of the film helped to make science lessons engaging and participatory, generating an alert and curious behavior. |
