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Ensino da "Energia" em contexto CTSA : um estudo com alunos do 7.º ano de escolaridade
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As Orientações Curriculares contemplam a importância da interacção CTSA no ensino das ciências, perspectivando o desenvolvimento de competências essenciais para a promoção da literacia científica. Na sequência destas finalidades curriculares o presente estudo pretendeu conhecer como reagem os alunos à implementação de estratégias de ensino que fomentam a interacção CTSA, durante a abordagem ao tema “Energia”. Pretendeu-se, desta forma, compreender as dificuldades enfrentadas e as aprendizagens realizadas pelos alunos quando envolvidos neste tipo de estratégias e, ainda, conhecer a avaliação que os alunos fazem em relação às tarefas que realizaram nas aulas.
Para alcançar estas finalidades, participaram no estudo 29 alunos de uma turma do 7º ano, do 3º Ciclo do Ensino Básico. Utilizou-se, como metodologia, a investigação qualitativa, sendo os dados recolhidos a partir da observação participante, da entrevista em grupo focado e dos documentos escritos. Da análise de conteúdo emergiram as categorias e subcategorias do estudo que facilitaram a apresentação, interpretação e compreensão dos dados recolhidos.
Os resultados revelaram que, à medida que as tarefas de cariz CTSA foram sendo realizadas, os alunos ultrapassaram nitidamente as dificuldades que enfrentaram, desenvolvendo competências ao nível do conhecimento substantivo e processual, da comunicação e das atitudes. Estas competências foram sobretudo desenvolvidas pela mobilização de conhecimentos na resolução de questões relacionadas com o quotidiano. Os resultados mostraram, ainda, que, desta forma, os alunos desenvolveram a capacidade de usar os conhecimentos adquiridos na disciplina de Física e de Química na compreensão de assuntos abordados pelos meios de comunicação social e na resolução de problemas do seu dia-a-dia.
The curricular guidelines address the importance of CTSA interaction in science education, putting into perspective the development of essential competences for scientific literacy promotion. Following these curriculum goals the present study aimed to understand how pupils react to the implementation of teaching strategies that promote CTSA interaction, during the approach to the "Energy" theme. Besides, the study also aimed to understand the difficulties found by the pupils, the learning they achieved and the evaluation made by them, relating to the use of these strategies. Twenty-nine pupils from one class of the 7th grade participated in this study. A methodology based in qualitative research with interpretative orientation was applied. Several instruments to collect data were used: naturalistic observation, focus group interview, and written documents. From the content analysis emerged the study categories and subcategories that facilitated the presentation, interpretation and understanding of the data collected. The results revealed that pupils clearly exceeded the difficulties felt during the CTSA tasks, allowing the development of competences related with different levels namely substantive and procedural knowledge, communication and attitudes. These competences were developed mainly from the active role of pupils in their learning process and the mobilization of knowledge in resolving problems related to everyday life. Also, the results revealed that pupils developed the ability to use the knowledge developed in physics and chemistry classes in the understanding of issues addressed by the media and in the solving of everyday life problems.
The curricular guidelines address the importance of CTSA interaction in science education, putting into perspective the development of essential competences for scientific literacy promotion. Following these curriculum goals the present study aimed to understand how pupils react to the implementation of teaching strategies that promote CTSA interaction, during the approach to the "Energy" theme. Besides, the study also aimed to understand the difficulties found by the pupils, the learning they achieved and the evaluation made by them, relating to the use of these strategies. Twenty-nine pupils from one class of the 7th grade participated in this study. A methodology based in qualitative research with interpretative orientation was applied. Several instruments to collect data were used: naturalistic observation, focus group interview, and written documents. From the content analysis emerged the study categories and subcategories that facilitated the presentation, interpretation and understanding of the data collected. The results revealed that pupils clearly exceeded the difficulties felt during the CTSA tasks, allowing the development of competences related with different levels namely substantive and procedural knowledge, communication and attitudes. These competences were developed mainly from the active role of pupils in their learning process and the mobilization of knowledge in resolving problems related to everyday life. Also, the results revealed that pupils developed the ability to use the knowledge developed in physics and chemistry classes in the understanding of issues addressed by the media and in the solving of everyday life problems.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Física e Química para o 3.º Ciclo do Ensino Básico e Ensino Secundário, Universidade de Lisboa, 2011
Palavras-chave
Literacia científica Ensino da física Ensino da química Relatórios da prática de ensino supervisionada - 2011