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Publicação
Contributo das tarefas de investigação para a literacia científica dos alunos do 9º ano sobre corrente elétrica e circuitos elétricos
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Resumo(s)
O ensino das ciências deve preparar os alunos para se adaptarem a novas situações de aprendizagem ao longo da sua vida, desenvolvendo a sua Literacia Científica para uma maior compreensão da relação entre a ciência, a tecnologia e a sociedade. Neste contexto, as tarefas de investigação emergem como estratégias de ensino e aprendizagem com grandes potencialidades para os alunos aprenderem ciência, acerca da ciência e a fazer ciência.
Partindo do problema “que contributos para a Literacia Científica têm as tarefas de investigação em alunos do 9.º ano do ensino básico?” construiu-se um plano de cariz investigativo sobre o subdomínio “Corrente Elétrica e Circuitos Elétricos”, de forma a responder a três questões orientadoras da investigação. Com estas questões pretendeu-se averiguar que mudanças ocorrem na compreensão pública dos alunos quando envolvidos em tarefas de investigação, que conhecimentos científicos estes desenvolvem e, por fim, compreender a natureza do conhecimento científico que utilizam para responder a questões do dia a dia.
Foi elaborada uma sequência didática que envolveu a criação de cinco tarefas de investigação baseadas no modelo dos 5Es de Bybee, realizadas em cinco aulas de 90 minutos e duas aulas de 45 minutos de uma turma de vinte alunos do 9.º ano, numa escola situada no distrito de Lisboa. Recorreu-se a uma investigação qualitativa, que adota uma orientação interpretativa, tendo-se utilizado vários instrumentos de recolha de dados: observação naturalista; documentos escritos; e um teste realizado antes e após a sequência didática. Da análise de conteúdo emergiram várias categorias e subcategorias que facilitaram a organização e compreensão dos dados.
Os resultados mostraram que a Compreensão Pública dos alunos evoluiu positivamente, evidenciando uma complexidade maior na sua linguagem científica e nos conceitos mobilizados sobre “Corrente Elétrica e Circuitos elétricos”. Mais ainda, os alunos demonstraram adquirir aprendizagens ao nível do conhecimento científico substantivo e processual, evidenciando caraterísticas específicas do conhecimento científico, sobretudo o empírico e o inferido.
Science teaching must prepare students to adapt to new learning situations throughout their lives, developing their Scientific Literacy for a greater understanding of the relationship between science, technology, and society. In this context, inquiry-based activities emerge as teaching learning strategies and achievements with great potential for students to learn science, about science and to do science. Starting from the problem “which contributions do inquiry-based activities have for the Scientific Literacy of 9th grade students?” an investigative based plan was built for “Electric Current and Electrical Circuits” teaching, to answer to three main questions of the investigation. These questions aimed to find out what changes occur in the Public Understanding of students when involved in this kind of activities, what scientific knowledge they develop and, finally, what is the nature of the scientific knowledge they use to give answers to everyday problems. The didactic plan elaborated involved the creation of five inquiry-based activities based on Bybee's 5Es model, developed in five ninety minutes lessons and two forty-five minutes lessons and the sample group were of 20 students from a 9th grade class at a school in Lisbon. A qualitative research methodology was used, with an interpretative orientation. It was used multiple data collection tools: naturalistic observation, written documents and a test performed before and after the didactic plan. From the content analysis, several categories and subcategories emerged that facilitated the organization and understanding of the data. The results showed that the students' Public Understanding evolved positively, evidencing a greater complexity in their scientific language and in the concepts mobilized about “Electric Current and Electric Circuits”. Moreover, the students demonstrated to acquire learning in terms of substantive and procedural scientific knowledge, showing specific characteristics of scientific knowledge, especially empirical and inferred knowledge.
Science teaching must prepare students to adapt to new learning situations throughout their lives, developing their Scientific Literacy for a greater understanding of the relationship between science, technology, and society. In this context, inquiry-based activities emerge as teaching learning strategies and achievements with great potential for students to learn science, about science and to do science. Starting from the problem “which contributions do inquiry-based activities have for the Scientific Literacy of 9th grade students?” an investigative based plan was built for “Electric Current and Electrical Circuits” teaching, to answer to three main questions of the investigation. These questions aimed to find out what changes occur in the Public Understanding of students when involved in this kind of activities, what scientific knowledge they develop and, finally, what is the nature of the scientific knowledge they use to give answers to everyday problems. The didactic plan elaborated involved the creation of five inquiry-based activities based on Bybee's 5Es model, developed in five ninety minutes lessons and two forty-five minutes lessons and the sample group were of 20 students from a 9th grade class at a school in Lisbon. A qualitative research methodology was used, with an interpretative orientation. It was used multiple data collection tools: naturalistic observation, written documents and a test performed before and after the didactic plan. From the content analysis, several categories and subcategories emerged that facilitated the organization and understanding of the data. The results showed that the students' Public Understanding evolved positively, evidencing a greater complexity in their scientific language and in the concepts mobilized about “Electric Current and Electric Circuits”. Moreover, the students demonstrated to acquire learning in terms of substantive and procedural scientific knowledge, showing specific characteristics of scientific knowledge, especially empirical and inferred knowledge.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ciências - Estudo e ensino Corrente elétrica Literacia científica Estratégias de ensino Pensamento crítico Desenvolvimento das competências Relatórios da prática de ensino supervisionada - 2023