ACTIO (Curitiba)
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A ACTIO: Docência em Ciências é um periódico de caráter científico voltado à pesquisa em Educação de Ciências (Biologia, Física, Química ou Ciências) e em Educação Matemática, dentro da área de conhecimento Ciências Humanas e subárea Educação, para o CNPQ e na área Ensino e subárea Ensino de Ciências para a Capes e está organizada em três seções. A ACTIO destina-se a pesquisadores, graduandos, pós-graduandos, professores da educação básica, e público em geral que se relacionem às áreas indicadas anteriormente.
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Navegando ACTIO (Curitiba) por Assunto "Alfabetização Científica"
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- ItemAlfabetização científica nos anos iniciais do ensino fundamental: o que nos dizem os documentos oficiais(2019) ARAÚJO, Maria Alina Oliveira Alencar de; LEITE, Raquel Crosara MaiaThis work aimed to investigate the conceptions of Scientific Literacy in 5 official documents, seeking to reflect on the importance of this formation in the life of students as planetary citizens. Taking as a starting point the question: how is the term Scientific Literacy addressed in official education documents based on the pedagogical guidelines of the documents themselves?, a qualitative research was carried out based on the analysis of documents consideredas guiding principles of the teacher training,. The analyzes carried out indicate ambiguities in the official texts in a current context of external and internal collections to the school, through large scale evaluations. In the same sense, sometimes the documents suggest the democratization of the teaching of the various disciplines in an interdisciplinary way, sometimes suggest the prioritization of Portuguese and Mathematics teaching for the first years of Elementary School. One of the documents about Natural Sciences in literacy at the right age shows itself as a good alternative work for continuing training in science education, conceptualizing scientific literacy and bringing suggestions for teaching practice. We suggest, therefore, a higher appreciation of Science Teaching through public policies that attend the courses of teacher training, since we defend that the sciences are precursors of a citizen, social, historical and human formation for the student.
- ItemAnálise do processo de alfabetização científica em crianças em espaços de educação não formal e divulgação da ciência(2019) SCALFI, Graziele Scalfi; MARQUES, Amanda Cristina Teagno Lopes; ISZLAJI, Cynthia; MILAN,, Barbara; ROCHA, Jessica Norberto; MARANDINO, MarthaWe understand Science Literacy as a citizens' right and a lifelong process that occurs in different educational spaces. We assume that the child, understood as an active actor, participant and producer of culture, can be considered an agent of science literacy, through the promotion of dialogue between children's cultures and scientific culture. The aim of this paper is, based on the theoretical-methodological framework of Science Literacy Indicators, to analyze the applicability of the tool for the study and evaluation of educational and science communication activities for children. The framework consists of four indicators (Scientific, Social Interface, Institutional and Interaction) and their attributes. In this sense, we present the indicators articulating with aspects of childhood and supported by results of empirical studies to exemplify and discuss their use for analysis of educational actions in non-formal education spaces. Finally, we discuss the role of this framework in the process of evaluation and planning of educational actions and science communication targeted at promoting children's scientific literacy.
- ItemContribuições de recursos pedagógicos sobre câncer de pele para alfabetização científica no ensino fundamental(2019) MAREGA, Patricia; VEIGA, Marcelo Leite da; CHITOLINA, Maria RosaAccording to the National Cancer Institute (INCA, 2018), children are exposed to the sun three times more than adults annually. Research indicates that childhood is a particularly vulnerable phase to the sun's harmful effects. Cumulative and excessive exposure to it during the first 10 to 20 years of life greatly increases the risk of skin cancer in adulthood or old age. Therefore, this study evaluatedassessed the contributions of the use of ludic-interactive pedagogical resources comprising the skin cancer issue for the promotion of Scientific Literacy of students from the 3rd to the 9th of Elementary School from two rural public schools. The researchapplied a qualitative multiple cases study methodology. A workshop was conducted, in which the students received a paradidactic booklet, a folder and a flyer approaching the skin cancer issue. The students interacted with the material and could take it home. The field notes, the questionnaires and a text written by the students about the discussed issue were used as the data collection instrument. The methodology employed for processing the data was based on descriptive statistics and content analysis. Results evidenced that the pedagogical resources allowed the organization, appropriation and apprehension of scientific concepts towards the causes, prevention and identification of skin cancer. It was also possible to highlight several indicators of scientific literacy, as well as the construction of sense and meaning, enabling the student to act and choose with autonomy, based on scientific knowledge. Thus, it is expected that students become critical agents and autonomous citizens, able to connect school learning and daily life, intervening in the environment in which they are inserted.
- ItemEnsino de ciências por investigação: contribuições da leitura para a alfabetização científica nos anos iniciais(2019) SILVA, Tamiris de Almeida; SOUZA, Silvana Paulina de; FIREMAN, Elton CasadoThis text is part of a research developed in the Professional Master degree in Science and Mathematics Teaching. It starts from the idea of a Science Teachingthat offers studentsthe possibility of using their scientific knowledge on understanding and interacting with the world around them. The research consisted of the development of an Investigative Teaching Sequence (SEI), entitled “How is a rainbow formed in the sky?”,ina 5th grade elementary school class atArapiraca-AL. The objective was to analyze the contributions of reading of the textgenrelegendfor the promotion of Scientific Literacy for a 5th grade elementary school, through the didactic approach of inquiry-basedteaching. To guide the research, we started from the following problem: What are the contributions of the reading of the textgenrelegendin promoting the Scientific Literacy of students in a 5th grade elementary school through investigativeteaching? Thus, the Qualitative Approach sought the methodological assumptions that consisted of an appliedresearch, using as data collection instrument the application of the SequenceTeachingfollowed by open-endedquestions. The results show that reading texts in science education allowed the inclusion of students in scientific culture through learning concepts, expanding vocabulary, understanding the nature of science and training critical citizens who are aware of their rights and duties in society
- ItemLeitura e ensino de ciências nos anos iniciais: análise das pesquisas do ENPEC (1997-2017)(2019) SEDANO, Luciana; SOUZA, Caroline Batista Silva de; VAILLANT, Frédéric André RobertCe texte est le fruit d'une recherche qui vise à analyser les travaux publiés dans toutes les éditions des Rencontres Nactionales de Recherches en Education Scientifique «Encontro Nacional de Pesquisa em Educação em Ciências» (ENPEC) en recherchant la relation entre la lecture et l'enseignement des sciences à l’école élémentaire. Ce travail part du postulat que l’école élémentaire, étape importantede l’éducation, doit offrir et préserver diverses pratiques d’alphabétisation. Dans ce contexte, nous défendons l’importance del’Alphabétisation Scientifique considérantque l ́alphabétisation ne se limite pas à la langue maternelle mais peut être élargie à tous les domaines de connaissance.La lecture est considérée comme une pratique sociale et sa compréhension peut être construite durant le processus d’alphabétisationscientifique. Il s'agit d'une recherche qualitative, de type bibliographique.Les données ont été obtenues en consultantles Annales de toutes les éditions de l'ENPEC. Après recensement, les articles ont été lus, catalogués et analysés. Les descripteurs utilisés pour la consultation étaient lecture, lecteur, lecteurs, alphabétisation scientifique, compréhension à la lecture et formation du lecteur. Sur le montant de 8 535 articles publiés dans les 11 éditions de l'ENPEC, 63 ont discuté de la lecture et de l'enseignement des sciences.De ce nombre, 5 portaientsurl’école élémentaireet ont été analysés dans cet article. Même siellesne traitaient pas de l’école élémentaire, deux autres étudesont été incorporées plus tard car ellesdiscutaient de la lecture et de l’Alphabétisation Scientifique portant ainsi à un total de 7 les travaux analysés. Nous pouvons soulignerle faible nombre d'articles publiés sur le thème de la lecture et de l'enseignement des sciences dans toutes les éditions de l’ENPECetque, parmi ceux analysés, existe peu de concordance dans les relations défendues entre la lecture et l'enseignement des sciences.
- ItemO desenho e a escrita como elementos para o desenvolvimento da alfabetização científica: análise das produções dos estudantes de um clube de ciências(2020) ALMEIDA, Willa Nayana Corrêa; AMORIM, Josiane Lima de; MALHEIRO, João Manoel da SilvaThis study aims to analyze the indicators of Scientific Literacy evidenced in the productions of drawing and writing developed by students of the Science Club Prof. Dr. Cristovam W. P. Diniz, during an experimental investigative activity. The research is based on a qualitative approach, using Content Analysis for the interpretation of 31 productions. The space analyzed is considered a non-formal environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. The applied experimental investigative activity was titled “Non-Pouring Water Problem” and explored the properties attached to the surface tension of the water. From the analysis of the records, we can understand how students construct and expose the scientific knowledge involved in the sequence of investigative teaching, exploring the proposed problem, the materials used, the organization and reasoning of ideas at each stage of the activity, as well as the explanations to everyday approximations of the phenomenon involved in the experiment. The indicators of Scientific Literacy evidenced were the serialization, organization and classification of information as well as the logic and proportional reasoning, justification, prediction and explanation. Thus, we understand that the two forms of language collaborate so that students are able to understand and discuss science in a conscious and reflective way, engaging them in the process of Scientific Literacy