DISSERTAÇÃO - PPGECA Programa de Pós-Graduação em Educação e Ensino de Ciências Na Amazônia
URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/1636
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Resultados da Pesquisa
Item Alfabetização científica em espaços não - formais: um estudo com alunos indígenas(Universidade do Estado do Amazonas, 2023-10-31) Santos, Maria Raimunda Martins; Almeida, Whasgthon Aguiar de; Aguiar, José Vicente de Souza; Lima, Maria Francisca Morais deLa investigación titulada: "Alfabetización Científica en Espacios No Formales: un estudio con estudiantes indígenas" tiene como objetivo mostrar cómo los estudiantes indígenas de una Escuela Indígena ubicada en el municipio de Alvarães - Am viven el proceso de Alfabetización Científica desde su propia comprensión de la ciencia en espacios no formales ubicados en su comunidad. Ante esto, tuvimos que utilizar una metodología para interpretar y describir los datos de 8 estudiantes mayoruna y un profesor indígena. A partir de ello, se recolectaron datos a través de la interacción con los sujetos involucrados en observación participante, ruedas de conversación, entrevistas, en las que se pudo identificar que los estudiantes indígenas tienen una forma única de pertenencia en los espacios no formales disponibles en sus comunidades. En las actividades realizadas durante el transcurso de la investigación, observamos que si bien los estudiantes indígenas no han tenido contacto con el conocimiento científico sistematizado, tienen una cosmovisión basada en una mirada peculiar a la ciencia que puede contribuir significativamente a la planificación de acciones que articulen la escuela indígena a estos espacios no formales. Vale la pena enfatizar la necesidad de que estas acciones estén dirigidas a la realidad de los estudiantes, teniendo en cuenta sus conocimientos previos basados en conocimientos tradicionales que contribuir a la adquisición y construcción de nuevos conocimientos científicos que ser construido según el diálogo entre los diversos conocimientos de la comunidad. Palabras clave: Alfabetización Científica, Espacios No Formales, Educación Escolar Indígena.Item Alfabetização científica em espaços não-formais: fortalecendo a cidadania de estudantes ribeirinhos(Universidade do Estado do Amazonas, 2023-10-31) Silva, Cassiane dos Santos da; Almeida, Whasgthon Aguiar de; Costa, Lucinete Gadelha da; Borges, Heloisa da SilvaNon-Formal Spaces for riverside students plays a fundamental role in preserving and valuing local culture, adapting the needs and realities of the community by relating it to local and scientific knowledge, seeking to promote the educational development of forest people through scientific literacy which aims to strengthen the feeling of citizenship of the people of the forest, in view of this the general objective of the research is to analyze how riverside students in the 5th year of Elementary School experience the process of Scientific Literacy possible to awaken feelings of citizenship, with specific objectives to analyze the Theoretical discourses that deal with Scientific Literacy in Non-Formal Spaces deal with the formation of a feeling of citizenship among riverside students. Know how the Scientific Literacy process works for riverside students. And to highlight how the feeling of citizenship is built among students who experienced a process of scientific literacy in non-formal spaces. The methodology used is bibliographical review and field research, using the techniques of participant observation, dialogue group and semi-structured interview, based on a qualitative approach which aims to interpret the investigative phenomena of the participants during the actions and reflections presented in the process experienced about the scientific literacy in non-formal spaces as strengthening citizenship. Thus, the final considerations present the results of the experiences during the investigative process, which we can see that Scientific Literacy goes beyond scientific methods, it also sharpens the perspective of knowledge that crosses generations, loaded with culture, identity in its place of belonging in the midst of rivers and forests that constantly dialogue with science, thus, non-formal spaces allow us to experience teaching freely, without the paradigm of having the school space as the only learning environment, bringing experiences that contribute to strengthening citizenship of seeking information. Keywords: Scientific Literacy; Non-formal spaces; Citizenship.Item Metodologias ativas em espaços educativos: processos de alfabetização científica em laboratórios móveis do projeto academia stem(Universidade do Estado do Amazonas, 2022-08-04) Silva, Andreza Carvalho da; Almeida, Whasgthon Aguiar de; Kalhil, Josefina Diosdada Barrera; Silva Júnior, Jucimar Maia daThis study addresses issues related to Active Methodologies in Non-Formal Spaces as a progression process of Scientific Literacy of engineering students. Bearing in mind that the world is in a moment of frequent transmutations with fleeting scientific and technological progress, it is essential to promote teaching methodologies that provide the development of skills and competences that make them manage this avalanche that emerges in the professional and social field. , since only specific technical knowledge does not constitute a pleasant engineer for the 21st century, who can visualize global demands. Given the theme, the general objective of the research is to investigate how the development of Active Methodologies in Non-Formal Spaces can contribute to the process of Scientific Literacy of students of the engineering course, scholarship holders in the Academia STEM Project of the State University of Amazonas. The research methodology is based on a qualitative approach, following participant observation techniques, a questionnaire with open questions and dialogue groups. The results allowed us to point out that the active methodology used in the Mobile Laboratories of the Academia STEM Project is Jigsaw, which obtain reading, writing, research, experience, teaching, dialogue, doubt, reflection, problem solving and planning activities that culminate in the development of skills and skills that make up an engineer able to deal with the social and professional field of the 21st century, such as: creativity, proactivity, autonomy, responsibility, cooperation, interaction and versatility. With this, the academics participating in the current study, in the Itinerant Mobile Laboratories of the STEM Academy Project, build their own knowledge, resulting in autonomy and Scientific Literacy, since the students, in addition to using the scientific vocabulary, are able to mobilize the specific technical concepts they have learned to their reality, giving applicability to everyday problems. In this way, we found that the active methodologies developed in the Mobile Laboratories of the Academia STEM Project provide the training of engineers who are more than technical specialists in certain themes, but emancipated citizens who are able to carry out a proper reading of the natural world, based on scientific knowledge in social and professional practices. Keywords: Active Methodology. Non-Formal Space. Scientific Literacy. Projeto Academia STEM.Item O estudo da cadeia alimentar como facilitador da alfabetização científica em crianças do 1º ano do ensino fundamental(Universidade do Estado do Amazonas, 2017-06-08) Aguiar, Lívia Amanda Andrade de; Fachín Terán, Augusto; http://lattes.cnpq.br/6646400621099687; http://lattes.cnpq.br/3405754239635541; http://lattes.cnpq.br/5626168979329885; Fachín Terán, Augusto; Fachín Terán, Augusto; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; Tolentino Neto, Luiz Caldeira Brant de; Tolentino Neto, Luiz Caldeira Brant deSeveral biological and ecological processes have been interrupted in nature; this leads to a series of imbalances in natural ecosystems. Energy flows are important in food chains. Therefore, teaching these processes and promoting the Scientific Literacy (AC) since the first grade in elementary school is extremely important for the preservation of the planet. In the Amazon, there are numerous elements of which may be used to work with AC, one of them is the " harpy eagle" (Harpia harpyja) which is the largest bird of prey in the Amazon and is at the top of the food chain. Our research aims to study the food chain as a facilitator for Scientific Literacy for first graders. This is a qualitative and participatory research , with a deductive approach. It was carried out with three teachers and 67 students attending the first grade in a public a school in the City of Manaus - AM. Data collection took place at the school and in two non-formal spaces: INPA Science of Forest and CIGS Zoo. The evaluation of the scientific literacy process was through practical activities in which the students expressed the knowledge acquired during the lessons. It was possible to identify AC indicators in the speeches, games, child play and drawings of the students. Teachers understand this process as something that takes place beyond the classroom, in this way, they develop experimental activities for proportioning these activities. The study on the theme of the food chain presents itself as a promoting content of the AC as it is contextualized with elements of the culture of the students. School excursions are an important tool to help with this AC process in childrenItem Abordagem CTS e a alfabetização científica: implicações para as diretrizes do programa ciência na escola(Universidade do Estado do Amazonas, 2015-03-17) Gomes, Orleylson Cunha; Aguiar, José Vicente de Souza; Aguiar, José Vicente de Souza; Souza, Ana Cláudia Ribeiro de; Costa, Mauro Gomes da; Fachín-Terán, Augusto; Araújo, Cleuza Suzana Oliveira deThe scientific and technological literacy emerges in the educational context with the development of the STS movement, based on the idea of allowing citizens to participate in discussions on the conduct of science and technology in society. The practice is widely supported by those who aim at the formation of autonomous individuals with the basic domain of scientific and ethical knowledge; they can participate in decisions involving the state and the S & T policies. In this sense, our research has focused on understanding how the Science Program in schooling PCE contributes to the formation of students scientifically literate, from projects developed in Manaus city schools in 2014. To do this we divided the work in two stages, the first characterized by the application of VOSTS questionnaire (Aikenhead, 1992) and the bibliographic research. The second stage was based on content analysis of scientific technical reporting (Bardin, 1977) and of the objectives proposed in the works selected in the light of the ideas advocated in Bloom's Taxonomy (2001). We also conduct the questionnaire application with open questions to the teachers who participated in the PCE and have had their projects selected for analyzes of this work with a view to know their views on the CTS interaction. The results allows us to show that possibly the projects developed in schools turn away from the idea of questioning, reflection and critical issues that deserve to be discussed in our view, on Science and Technology, so that they may be entering students in the debate on the implications of these two fields of knowledge nowadays. Implications for the PCE proposes to bring students to scientific literacy and thereby develop the ability to participate in scientific and technological development in the regional scenario, we find that the projects develop still laden with traditional assumptions about science, based on the transmission content and demonstration experiments, these activities, which in our view, distance themselves from the ACT assumptions widely disseminated in the educational environment and adopted by our work. However, the Program is believed one of the steps for initiation of students in scientific circles, allowing that develops among the participants the ability to follow the scientific careerItem A pedagogia de projetos como um caminho para a alfabetização científica de estudantes por meio das feiras de ciências da educação básica nos municípios de São Luiz do Anauá e Alto Alegre no Estado de Roraima.(Universidade do Estado do Amazonas, 2013-12-17) Ghedin, Leila Márcia; Rizzatti, Ivanise Maria; Rizzatti, Ivanise Maria; Castro, Patrícia Macedo de; Delgado, Oscar TintorerThis research was carried out from June 2012 to June 2013. Sought to achieve the overall goal of analyzing the process of conducting science fair, with teachers, in order to observe whether this is produced from the perspective of pedagogy projects and from there proceed to identify the effects of the science fair considering the scientific literacy of students of basic education in the municipalities of São Luiz do Anauá and Alto Alegre. The specific objectives were : to diagnose the current situation of the process of the realization of the science fair in basic education in the municipalities of São Luiz do Anauá and Alto Alegre; verify that teachers of basic education in the municipalities of São Luiz do Anauá and Alto Alegre use pedagogy of projects for the fair of science and identify if , in the view of teachers , scientific literacy is a reflection produced by the science fair with students of basic education in the cities studied . This work was guided by the following research question: in the opinion of the teachers conducting the science fair and work with projects pedagogy assist in scientific literacy of students of basic education in the municipalities of São Luiz do Anauá and Alto Alegre? In methodological procedures we used the qualitative and quantitative approach. The research was ethnographic and made use of instruments such as taped interviews with key informants and questionnaires , these instruments were intended to capture is the opinion of the teachers , the science fair contributes to the scientific literacy of school students primary and secondary , as well as pedagogy project is part of the routine of teachers . It employed the technique of field observation in order to record the feelings and emotions of the subjects studied at the time participated in the survey. The study indicated that teachers believe that science fair helps student scientific literacy and pedagogy projects can be a methodology that drives this process in primary and secondary education. Keywords : Scientific Literacy. Pedagogy Project.Science Fair. Elementary and Secondary Education .