A influência da “matematização” na aprendizagem de ciências naturais : um estudo sobre a aprendizagem da cinemática no 9º ano do ensino fundamental

• Ano de defesa: 2014
• Autor(a) principal: Martins, Endrigo Antunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Aprendizagem significativa; Aprendizagem da cinemática; Ciências no ensino fundamental; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Meaningful learning; Learning kinematics; Science in elementary education
• Link de acesso: http://ri.ufmt.br/handle/1/291

This research was conducted at the Graduate Program in Education, Education on line in Science and Mathematics Education at the Federal University of MatoGrosso - UFMT, with the Group of Studies and Research in Mathematics Education (GRUEPEM). It has as main objective to investigate the process of learning taught in the discipline Kinematics of Natural Sciences in the 9th grade of elementary school and its relation to mathematics learning. It was built with the main theoretical contributions Ausubel (1978), Moreira; Masini (1982, 2011), Pozo; Gomes Crespo (2009), Zabala (1998), Karam (2012), Chaui (2000), Piaget (2002), Poincaré (1905), Dirac (1963), Feynman (1965), Paty (1998, 2006) Gingras (2001) and Pietrocola (2002). Used as a qualitative methodology of interpretative approach supported imprint mainly Bogdan and Biklen (1994) and Fiorentini and Lorenzato (2009). Data collection was conducted in three state schools in the city of Cuiabá that take part of OBEDUC project, and the choice of these was due to the fact that they have classes from 9th grade of elementary school whose annual plans aimed to adress the kinematics content within the 1st semester of the school year, when we conducted our data collection. For data collection were used two large scale instruments (T1 and T2) that were applied to two hundred thirty-nine students from twelve classes of 9th grade. For teachers of Natural Sciences of respective classes, a questionnaire and an interview were applied. After tabulating the quantitative data of the instruments of large scale, we selected three students with whom we conducted two interviews with each, beyond the reinvestment of mathematical calculations for two of them. To develop the questionnaires , interviews and tests (T1 and T2) analyses were used tables containing skills which allowed us to evidence the occurrence of learning, and if it occurred, occurred mechanically or meaningfully and the relationships between conceptual learning (concepts of kinematics) and procedural (mathematical resolutions involving kinematics). Therefore, by observing the analyzes, we noted gaps in learning, both at the conceptual level as in procedural. It was also possible to identify that students moved between mechanical learning and meaningful learning, with a greater tendency for the first one. The data showed that students presented difficulties in learning mathematics that compromise resolutions to problem situations involving kinematics, especially when involving divisions and other operations with decimal numbers. Such difficulties may possibly be influencing the motivation to solve that situation problems, since it 61,09 % of students presented the resolutions of the mathematics in T2 , when that had been requested to be performed on the sheet itself during the application. Already the teachers of Natural Sciences, showed trend to conceptions that teaching kinematics isn‟t possible without the use of mathematics and by not knowing to operate mathematical algorithms, the learning of kinematics is committed.