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Abstract(s)
O desenvolvimento de um país depende do seu desenvolvimento científico e este, para acontecer, precisa de cientistas. No entanto, a sociedade depara-se com um desinteresse pelas profissões científicas. Existe uma série de estereótipos negativos associados ao cientista e ao trabalho em Ciência, que dificultam a colmatação da falta de cientistas que diversos países reportam.
Das várias metodologias passíveis de ser aplicadas à comunidade escolar, para aumentar o interesse dos alunos pelas Ciências, destaca-se, neste trabalho, a visita do cientista à sala de aula. Na interação com os alunos, o profissional da Ciência tem a capacidade de mudar perspetivas e de se tornar um modelo a seguir para possíveis futuros cientistas. Paralelamente, alguns temas científicos a ser abordados em aula, como o caso da Biologia de Plantas, são pouco bem recebidos pelos alunos. Aliando estas duas questões, a prática de ensino supervisionada incluiu, numa sequência de aulas do subdomínio curricular “Obtenção de matéria por seres vivos autotróficos” (numa turma do 10.º ano de escolaridade), um momento de contacto com uma cientista, que abordou temas didáticos e questões sobre o que é ser cientista e como funciona o trabalho em Ciência.
Para avaliar o impacto da intervenção nas opiniões e crenças dos alunos sobre Ciência, cientistas e carreiras científicas, bem como na aprendizagem de conteúdos, foram realizados questionários de afinidade e de avaliação. Estes permitiram estabelecer uma comparação do panorama da turma antes e depois do contacto com a convidada.
Tratando-se de alunos de Ciências e Tecnologias, a sua perceção em relação à Ciência foi pouco influenciada pela intervenção da cientista. Por seu lado, os cientistas passaram a ser vistos mais como pessoas comuns, não obrigatoriamente génios e tendencialmente aborrecidos. Ao mesmo tempo, assistir relato realista do trabalho científico resultou numa diminuição da vontade de ingressar numa carreira científica. Ao nível das aprendizagens, verificou-se compreensão da matéria e articulação de conhecimentos.
The development of a country depends on is scientific development and this needs scientists to happen. However, society is faced with a lack of interest in scientific jobs. There are several negative stereotypes associated with scientists and work in Science, which make it difficult to fill the lack of scientists that several countries report. Of the multiple methodologies that can be applied to the school community to increase students’ interest in Science, the scientist’s visit to the classroom stands out in this work. In the interaction with students, the Science professional has the ability to change perspectives and become a role model for possible future scientists. At the same time, some scientific topics, such as Plant Biology, are not well received by students. Combining these two issues, the supervised teaching practice included, in a sequence of classes of the curricular subdomain “Obtaining material by autotrophic living beings” (in a 10th grade class), a moment of contact with a scientist, who addressed didactic themes and questions about what it is to be a scientist and how Science jobs work. To assess the impact of the intervention on students’ opinions and beliefs about Science, scientists and scientific careers, as well as on learning, affinity and evaluation questionnaires were conducted. These made it possible to establish a comparison of the landscape of the class before and after the contact with the guest. Being Science and Technology students, their perception of Science was little influenced by the scientist’s intervention. Scientists, on the other hand, have come to be seen more as ordinary people, not necessarily geniuses and tending to be boring. At the same time, the contact with realistic reports of scientific work resulted in a decrease in the desire to enter a scientific career. At the level of learning, there was an understanding of the subjects and articulation of knowledge.
The development of a country depends on is scientific development and this needs scientists to happen. However, society is faced with a lack of interest in scientific jobs. There are several negative stereotypes associated with scientists and work in Science, which make it difficult to fill the lack of scientists that several countries report. Of the multiple methodologies that can be applied to the school community to increase students’ interest in Science, the scientist’s visit to the classroom stands out in this work. In the interaction with students, the Science professional has the ability to change perspectives and become a role model for possible future scientists. At the same time, some scientific topics, such as Plant Biology, are not well received by students. Combining these two issues, the supervised teaching practice included, in a sequence of classes of the curricular subdomain “Obtaining material by autotrophic living beings” (in a 10th grade class), a moment of contact with a scientist, who addressed didactic themes and questions about what it is to be a scientist and how Science jobs work. To assess the impact of the intervention on students’ opinions and beliefs about Science, scientists and scientific careers, as well as on learning, affinity and evaluation questionnaires were conducted. These made it possible to establish a comparison of the landscape of the class before and after the contact with the guest. Being Science and Technology students, their perception of Science was little influenced by the scientist’s intervention. Scientists, on the other hand, have come to be seen more as ordinary people, not necessarily geniuses and tending to be boring. At the same time, the contact with realistic reports of scientific work resulted in a decrease in the desire to enter a scientific career. At the level of learning, there was an understanding of the subjects and articulation of knowledge.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia, 2024, Universidade de Lisboa. Instituto de Educação
Keywords
Educação STEM Sala de aula Biologia - Estudo e ensino Cientistas Envolvimento dos alunos Relatórios da prática de ensino supervisionada - 2024