Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia
Ano de defesa: | 2019 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Biologia Molecular Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO) UFPB |
Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/19077 |
Resumo: | Bringing biology classrooms closer to students' contexts and social practices may be the biggest challenge to be overcome by teachers in the coming decades. The use of active methodologies that enables the critical scientific understanding and stimulates curiosity and interest in scientific research should constitute one of the guiding axes of pedagogical actions in basic education, this approach is a goal to be achieved by the accomplishment of this work. In this perspective, the objective of this research was to analyze how the adoption of metamodels and active methodologies in biology teaching can contribute to improve the levels of learning about biotechnology in basic education. The work was developed with 52 students of the third year of high school in a public school in the state of Paraiba. Action research was adopted as a research strategy, which used questionnaires (pretest and posttest), focus group, in addition to participant observation to identify prior knowledge, indicators and the achieves pedagogical. The idea of metamodels was incorporated into the elaboration of the questionnaires and later it was used as an analysis tool to understand the learning styles of the students, the elaboration of the questionnaires and the focus group also incorporate the idea of levels and indicators of Scientific Literacy. The analysis of the pretests questionnaires was essential for the elaboration of didactic sequences, that adopted active methodologies as strategies to facilitate learning. The activities were evaluated continuously allowing a qualitative and comparative analysis between active methodologies and traditional methodologies to teach biotechnology in high school. The study revealed that the indicators of the language metamodels associated to the adoption of active methodologies were determinant for the students' involvement in all the activities carried out, as well as to consolidate knowledge and promote skills linked to the initial learning tendencies. The set of pedagogical actions carried out began to compose didactic pedagogical material, guiding the application of active methodologies, culminating in the elaboration of an educational website, thus contribution to the development of new pedagogical practices that are directly related to teaching of Biology with a scientific, contextualized and critical character. |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de BiologiaEnsino de biologiaMetodologias inovadorasAbordagem investigativaTecnologias educacionaisProcessos de aprendizagemTeaching of biologyInnovative methodologiesEducational technologyLearningLearning processesCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICABringing biology classrooms closer to students' contexts and social practices may be the biggest challenge to be overcome by teachers in the coming decades. The use of active methodologies that enables the critical scientific understanding and stimulates curiosity and interest in scientific research should constitute one of the guiding axes of pedagogical actions in basic education, this approach is a goal to be achieved by the accomplishment of this work. In this perspective, the objective of this research was to analyze how the adoption of metamodels and active methodologies in biology teaching can contribute to improve the levels of learning about biotechnology in basic education. The work was developed with 52 students of the third year of high school in a public school in the state of Paraiba. Action research was adopted as a research strategy, which used questionnaires (pretest and posttest), focus group, in addition to participant observation to identify prior knowledge, indicators and the achieves pedagogical. The idea of metamodels was incorporated into the elaboration of the questionnaires and later it was used as an analysis tool to understand the learning styles of the students, the elaboration of the questionnaires and the focus group also incorporate the idea of levels and indicators of Scientific Literacy. The analysis of the pretests questionnaires was essential for the elaboration of didactic sequences, that adopted active methodologies as strategies to facilitate learning. The activities were evaluated continuously allowing a qualitative and comparative analysis between active methodologies and traditional methodologies to teach biotechnology in high school. The study revealed that the indicators of the language metamodels associated to the adoption of active methodologies were determinant for the students' involvement in all the activities carried out, as well as to consolidate knowledge and promote skills linked to the initial learning tendencies. The set of pedagogical actions carried out began to compose didactic pedagogical material, guiding the application of active methodologies, culminating in the elaboration of an educational website, thus contribution to the development of new pedagogical practices that are directly related to teaching of Biology with a scientific, contextualized and critical character.NenhumaAproximar as aulas de Biologia aos contextos dos estudantes e às práticas sociais, talvez seja o maior desafio a ser superado pelos professores nas próximas décadas. A utilização de metodologias ativas que possibilitem o entendimento científico crítico e, que estimulem a curiosidade e o interesse pela investigação científica, devem constituir um dos eixos norteadores de ações pedagógicas na educação básica, sendo tal aproximação uma meta a ser atingida pela realização deste trabalho. Nesta perspectiva, a pesquisa em foco teve por objetivo analisar como a adoção de metamodelos e de metodologias ativas no ensino de biologia podem contribuir para melhorar os níveis de aprendizagens sobre o tema biotecnologia na educação básica. O trabalho foi desenvolvido com 52 alunos do terceiro ano do ensino médio em uma escola da rede pública do Estado da Paraíba. Foi adotada a pesquisaação como estratégia de investigação, onde foram utilizados questionários (pré-teste e pósteste) e grupo focal, além de observação participante para identificar conhecimentos prévios e indicadores e alcances pedagógicos. A ideia de metamodelos, incorporada à elaboração dos questionários, foi empregada como ferramenta de análise para compreensão dos estilos de aprendizagem dos alunos. A elaboração dos questionários e o grupo focal incorporaram as ideias de níveis e de indicadores de Alfabetização Científica. A análise dos questionários préteste foi essencial para elaboração de sequências didáticas, a partir das quais priorizou-se a adoção de metodologias ativas como estratégias facilitadoras da aprendizagem. As atividades foram avaliadas de forma contínua permitindo a realização de uma análise qualitativa e comparativa entre metodologias ativas e metodologias tradicionais para ensinar biotecnologia no ensino médio. O estudo revelou que os indicadores dos metamodelos associados à adoção de metodologias ativas foram determinantes para o envolvimento dos estudantes em todas as atividades realizadas, bem como para consolidar conhecimentos e promover habilidades vinculadas às tendências de aprendizagens manifestadas inicialmente. O conjunto das ações pedagógicas executadas passou a compor o material didático-pedagógico, orientador da aplicação das metodologias ativas, culminando na elaboração de um site educacional vindo, deste modo, a contribuir com o desenvolvimento de novas práticas pedagógicas que estejam diretamente relacionadas com o ensino de Biologia com caráter científico, contextualizado e crítico.Universidade Federal da ParaíbaBrasilBiologia MolecularMestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO)UFPBFeitosa, Antônia Arisdélia Fonseca Matias Aguiarhttp://lattes.cnpq.br/2631933490596587Cardôso, Helton Charllys Batista2021-01-02T21:03:40Z2019-08-092021-01-02T21:03:40Z2019-06-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/19077porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-09-23T13:51:47Zoai:repositorio.ufpb.br:123456789/19077Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-09-23T13:51:47Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia |
title |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia |
spellingShingle |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia Cardôso, Helton Charllys Batista Ensino de biologia Metodologias inovadoras Abordagem investigativa Tecnologias educacionais Processos de aprendizagem Teaching of biology Innovative methodologies Educational technology Learning Learning processes CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia |
title_full |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia |
title_fullStr |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia |
title_full_unstemmed |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia |
title_sort |
Alfabetização científica e biotecnologia: o uso de metamodelos de linguagem e de metodologias ativas no ensino de Biologia |
author |
Cardôso, Helton Charllys Batista |
author_facet |
Cardôso, Helton Charllys Batista |
author_role |
author |
dc.contributor.none.fl_str_mv |
Feitosa, Antônia Arisdélia Fonseca Matias Aguiar http://lattes.cnpq.br/2631933490596587 |
dc.contributor.author.fl_str_mv |
Cardôso, Helton Charllys Batista |
dc.subject.por.fl_str_mv |
Ensino de biologia Metodologias inovadoras Abordagem investigativa Tecnologias educacionais Processos de aprendizagem Teaching of biology Innovative methodologies Educational technology Learning Learning processes CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
topic |
Ensino de biologia Metodologias inovadoras Abordagem investigativa Tecnologias educacionais Processos de aprendizagem Teaching of biology Innovative methodologies Educational technology Learning Learning processes CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
Bringing biology classrooms closer to students' contexts and social practices may be the biggest challenge to be overcome by teachers in the coming decades. The use of active methodologies that enables the critical scientific understanding and stimulates curiosity and interest in scientific research should constitute one of the guiding axes of pedagogical actions in basic education, this approach is a goal to be achieved by the accomplishment of this work. In this perspective, the objective of this research was to analyze how the adoption of metamodels and active methodologies in biology teaching can contribute to improve the levels of learning about biotechnology in basic education. The work was developed with 52 students of the third year of high school in a public school in the state of Paraiba. Action research was adopted as a research strategy, which used questionnaires (pretest and posttest), focus group, in addition to participant observation to identify prior knowledge, indicators and the achieves pedagogical. The idea of metamodels was incorporated into the elaboration of the questionnaires and later it was used as an analysis tool to understand the learning styles of the students, the elaboration of the questionnaires and the focus group also incorporate the idea of levels and indicators of Scientific Literacy. The analysis of the pretests questionnaires was essential for the elaboration of didactic sequences, that adopted active methodologies as strategies to facilitate learning. The activities were evaluated continuously allowing a qualitative and comparative analysis between active methodologies and traditional methodologies to teach biotechnology in high school. The study revealed that the indicators of the language metamodels associated to the adoption of active methodologies were determinant for the students' involvement in all the activities carried out, as well as to consolidate knowledge and promote skills linked to the initial learning tendencies. The set of pedagogical actions carried out began to compose didactic pedagogical material, guiding the application of active methodologies, culminating in the elaboration of an educational website, thus contribution to the development of new pedagogical practices that are directly related to teaching of Biology with a scientific, contextualized and critical character. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-08-09 2019-06-19 2021-01-02T21:03:40Z 2021-01-02T21:03:40Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/19077 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/19077 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Biologia Molecular Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO) UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Biologia Molecular Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO) UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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1797057864472199168 |