Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
|
Departamento: |
Educação em Ciências
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/22605 |
Resumo: | This study evaluated the contributions of the use of playful-interactive pedagogical resources (booklet and folder) covering the theme skin cancer (SC) for the promotion of the scientific literacy (SL) of 323 elementary school students of five schools belonging to the 8th Education Coordination of the State of RS. Participants’ ages ranged from 8 to 17 years. It is a qualitative research of the multiple case study type. A semi-structured questionnaire was applied to verify students’ knowledge about: the risks of excessive sun exposure, family history of skin cancer and sunburn, ways of protection and prevention of skin cancer. The questionnaire was applied before a workshop with the pedagogical resources was held and fifteen days after it. During the workshop, the dialogued exposition of the booklet and the folder was made, which stimulated the students to question and discuss the proposed theme. In addition to the questionnaire, the following data collection instruments were used: field diary, interview and text composition. It was also analyzed if the SC theme is presented and how the subject is approached in science textbooks indicated by PNLD 2019 and PNLD 2020. Data treatment was based on descriptive statistics and content analysis. Through the results found, it can be inferred that the use of pedagogical resources aroused the students’ interest and curiosity regarding the proposed theme. It also favored the understanding of scientific concepts about the causes, prevention of skin cancer and identification of a potentially malignant skin lesion. The notes from the field diary, the questionnaire applied fifteen days after the workshop, and the texts produced by the students showed the development of cognitive skills such as logical reasoning, reflection and critical sense regarding the factors that lead to the development of skin cancer. This can may interfere with healthier behaviors in the face of sun exposure. Also, students were able to disseminate this knowledge, being prepared to discuss and intervene in the society in which they live. Based on these results, it is believed that the pedagogical resources favored the promotion of students' SL, enabling them to practice autonomy and make critical and conscious decisions regarding the causes, means of prevention and the importance of early diagnosis of SC. Therefore, the first structural axis of SL was contemplated, which refers to the basic understanding of fundamental scientific terms, knowledge and concepts that lead the student to understand scientific concepts in order to mean them in their daily experiences. In the analyses the science textbooks, it was observed that the SC was approached as a possible consequence of excessive exposure to UV radiation in only one of the textbooks in the collections of the initial grades. In the collections of the final grades, all textbooks presented the theme, except those used in the 8th grade and one textbook from the 6th grade. In the other textbooks, the basic information for prevention of SC was incomplete. The aspects analyzed in this study can contribute to research related to the evaluation of science textbooks, aiming to reduce the gaps or obstacles to student learning and the teaching practice regarding to SC. |
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spelling |
2021-10-25T18:18:26Z2021-10-25T18:18:26Z2020-03-20http://repositorio.ufsm.br/handle/1/22605This study evaluated the contributions of the use of playful-interactive pedagogical resources (booklet and folder) covering the theme skin cancer (SC) for the promotion of the scientific literacy (SL) of 323 elementary school students of five schools belonging to the 8th Education Coordination of the State of RS. Participants’ ages ranged from 8 to 17 years. It is a qualitative research of the multiple case study type. A semi-structured questionnaire was applied to verify students’ knowledge about: the risks of excessive sun exposure, family history of skin cancer and sunburn, ways of protection and prevention of skin cancer. The questionnaire was applied before a workshop with the pedagogical resources was held and fifteen days after it. During the workshop, the dialogued exposition of the booklet and the folder was made, which stimulated the students to question and discuss the proposed theme. In addition to the questionnaire, the following data collection instruments were used: field diary, interview and text composition. It was also analyzed if the SC theme is presented and how the subject is approached in science textbooks indicated by PNLD 2019 and PNLD 2020. Data treatment was based on descriptive statistics and content analysis. Through the results found, it can be inferred that the use of pedagogical resources aroused the students’ interest and curiosity regarding the proposed theme. It also favored the understanding of scientific concepts about the causes, prevention of skin cancer and identification of a potentially malignant skin lesion. The notes from the field diary, the questionnaire applied fifteen days after the workshop, and the texts produced by the students showed the development of cognitive skills such as logical reasoning, reflection and critical sense regarding the factors that lead to the development of skin cancer. This can may interfere with healthier behaviors in the face of sun exposure. Also, students were able to disseminate this knowledge, being prepared to discuss and intervene in the society in which they live. Based on these results, it is believed that the pedagogical resources favored the promotion of students' SL, enabling them to practice autonomy and make critical and conscious decisions regarding the causes, means of prevention and the importance of early diagnosis of SC. Therefore, the first structural axis of SL was contemplated, which refers to the basic understanding of fundamental scientific terms, knowledge and concepts that lead the student to understand scientific concepts in order to mean them in their daily experiences. In the analyses the science textbooks, it was observed that the SC was approached as a possible consequence of excessive exposure to UV radiation in only one of the textbooks in the collections of the initial grades. In the collections of the final grades, all textbooks presented the theme, except those used in the 8th grade and one textbook from the 6th grade. In the other textbooks, the basic information for prevention of SC was incomplete. The aspects analyzed in this study can contribute to research related to the evaluation of science textbooks, aiming to reduce the gaps or obstacles to student learning and the teaching practice regarding to SC.Este estudo avaliou as contribuições do uso de recursos pedagógicos lúdico-interativos (cartilha e folder) abrangendo o tema câncer de pele (CP) para a promoção da alfabetização científica (AC) de 323 estudantes do ensino fundamental de cinco escolas pertencentes à 8ª Coordenadoria de Educação do Estado do RS. A idade dos participantes variou entre 8 e 17 anos. Trata-se de uma pesquisa qualitativa do tipo estudo de casos múltiplos. Aplicou-se um questionário semiestruturado a fim de verificar os conhecimentos dos estudantes a respeito: dos riscos da exposição excessiva ao sol, histórico familiar de CP e queimaduras solares, formas de proteção e prevenção do CP. O questionário foi aplicado como pré-teste, antes da realização de uma oficina com os recursos pedagógicos e quinze dias após, como pós-teste. Durante a oficina foi feita a exposição dialogada da cartilha e do folder, o que estimulou os estudantes ao questionamento e a discussão do tema proposto. Além do questionário, foram utilizados como instrumentos de coleta de dados: diário de campo, entrevista e composição de um texto. Também foi analisado se o tema câncer de pele é apresentado e como é feita a abordagem do assunto em livros didáticos (LD) de Ciências indicados pelo PNLD 2019 e PNLD 2020. O tratamento dos dados foi baseado em estatística descritiva e análise de conteúdo. Através dos resultados encontrados, pode-se inferir que o uso dos recursos pedagógicos despertou o interesse e a curiosidade dos alunos em relação ao tema proposto. Favoreceu também a apreensão dos conceitos científicos a respeito das causas, prevenção do CP e identificação de uma lesão de pele potencialmente maligna. As anotações do diário de campo, o questionário pós-teste e os textos produzidos pelos estudantes mostraram o desenvolvimento de habilidades cognitivas como raciocínio lógico, reflexão e senso crítico em relação aos fatores que levam o desenvolvimento do CP, o que poderá interferir em comportamentos mais saudáveis frente à exposição solar. Além disso, os discentes puderam disseminar esses conhecimentos, estando preparados para discutir e intervir na sociedade em que vivem. A partir desses resultados, acredita-se que os recursos pedagógicos favoreceram a promoção da AC dos estudantes capacitando-os para a prática da autonomia e tomada de decisões críticas e conscientes referentes as causas, meios de prevenção e importância do diagnóstico precoce do CP. Dessa forma, foi contemplado o primeiro eixo estruturante da AC que se refere à compreensão básica de termos, conhecimentos e conceitos científicos fundamentais que conduzem o aluno a compreender conceitos científicos de forma a significá-los em suas vivencias cotidianas. Na análise dos LD, observou-se que o CP foi abordado como uma possível consequência do excesso de exposição à radiação UV em somente um dos livros das oito coleções dos anos iniciais analisadas. Nas duas coleções dos anos finais, somente os exemplares do 9° ano e um livro do 6° ano apresentaram o tema. Ademais, nas outras obras as informações básicas para prevenção do CP estavam incompletas. Esses aspectos analisados podem contribuir para as pesquisas relacionadas à avaliação do LD, com o objetivo de diminuir as lacunas ou entraves ao aprendizado do aluno e ao exercício docente no que diz respeito ao CP.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCâncer de peleRecursos pedagógicosAlfabetização científicaEnsino fundamentalLivro didáticoSkin cancerPedagogical resourcesScientific literacyElementary schoolTextbooksCNPQ::OUTROS::CIENCIASDiferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamentalDifferent pedagogical resources in teaching the skin cancer theme: contributions to the promotion of scientific literacy in elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisChitolina, Maria Rosahttp://lattes.cnpq.br/4401319386725357Adaime, Martha BohrerDorow, Thaís Scotti do CantoBoer, NoemiIlha, Phillip Vilanovahttp://lattes.cnpq.br/4073265452179634Marega, Patricia9005000000086006006006006003a9dc4db-b442-4eab-840e-5158c5a64c7c7a97863c-5708-4e75-b9c0-b29346120705d17a2970-0025-4f55-941c-4c018124a3021c0a954e-8951-4d65-bd98-9335537b3c14d7c6dea9-85cb-4a6d-aa5d-e45d96378694365b3db5-a81c-4aee-91f8-7c4ec1873350reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Different pedagogical resources in teaching the skin cancer theme: contributions to the promotion of scientific literacy in elementary school |
title |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental |
spellingShingle |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental Marega, Patricia Câncer de pele Recursos pedagógicos Alfabetização científica Ensino fundamental Livro didático Skin cancer Pedagogical resources Scientific literacy Elementary school Textbooks CNPQ::OUTROS::CIENCIAS |
title_short |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental |
title_full |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental |
title_fullStr |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental |
title_full_unstemmed |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental |
title_sort |
Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental |
author |
Marega, Patricia |
author_facet |
Marega, Patricia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Chitolina, Maria Rosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4401319386725357 |
dc.contributor.referee1.fl_str_mv |
Adaime, Martha Bohrer |
dc.contributor.referee2.fl_str_mv |
Dorow, Thaís Scotti do Canto |
dc.contributor.referee3.fl_str_mv |
Boer, Noemi |
dc.contributor.referee4.fl_str_mv |
Ilha, Phillip Vilanova |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4073265452179634 |
dc.contributor.author.fl_str_mv |
Marega, Patricia |
contributor_str_mv |
Chitolina, Maria Rosa Adaime, Martha Bohrer Dorow, Thaís Scotti do Canto Boer, Noemi Ilha, Phillip Vilanova |
dc.subject.por.fl_str_mv |
Câncer de pele Recursos pedagógicos Alfabetização científica Ensino fundamental Livro didático |
topic |
Câncer de pele Recursos pedagógicos Alfabetização científica Ensino fundamental Livro didático Skin cancer Pedagogical resources Scientific literacy Elementary school Textbooks CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Skin cancer Pedagogical resources Scientific literacy Elementary school Textbooks |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
This study evaluated the contributions of the use of playful-interactive pedagogical resources (booklet and folder) covering the theme skin cancer (SC) for the promotion of the scientific literacy (SL) of 323 elementary school students of five schools belonging to the 8th Education Coordination of the State of RS. Participants’ ages ranged from 8 to 17 years. It is a qualitative research of the multiple case study type. A semi-structured questionnaire was applied to verify students’ knowledge about: the risks of excessive sun exposure, family history of skin cancer and sunburn, ways of protection and prevention of skin cancer. The questionnaire was applied before a workshop with the pedagogical resources was held and fifteen days after it. During the workshop, the dialogued exposition of the booklet and the folder was made, which stimulated the students to question and discuss the proposed theme. In addition to the questionnaire, the following data collection instruments were used: field diary, interview and text composition. It was also analyzed if the SC theme is presented and how the subject is approached in science textbooks indicated by PNLD 2019 and PNLD 2020. Data treatment was based on descriptive statistics and content analysis. Through the results found, it can be inferred that the use of pedagogical resources aroused the students’ interest and curiosity regarding the proposed theme. It also favored the understanding of scientific concepts about the causes, prevention of skin cancer and identification of a potentially malignant skin lesion. The notes from the field diary, the questionnaire applied fifteen days after the workshop, and the texts produced by the students showed the development of cognitive skills such as logical reasoning, reflection and critical sense regarding the factors that lead to the development of skin cancer. This can may interfere with healthier behaviors in the face of sun exposure. Also, students were able to disseminate this knowledge, being prepared to discuss and intervene in the society in which they live. Based on these results, it is believed that the pedagogical resources favored the promotion of students' SL, enabling them to practice autonomy and make critical and conscious decisions regarding the causes, means of prevention and the importance of early diagnosis of SC. Therefore, the first structural axis of SL was contemplated, which refers to the basic understanding of fundamental scientific terms, knowledge and concepts that lead the student to understand scientific concepts in order to mean them in their daily experiences. In the analyses the science textbooks, it was observed that the SC was approached as a possible consequence of excessive exposure to UV radiation in only one of the textbooks in the collections of the initial grades. In the collections of the final grades, all textbooks presented the theme, except those used in the 8th grade and one textbook from the 6th grade. In the other textbooks, the basic information for prevention of SC was incomplete. The aspects analyzed in this study can contribute to research related to the evaluation of science textbooks, aiming to reduce the gaps or obstacles to student learning and the teaching practice regarding to SC. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-20 |
dc.date.accessioned.fl_str_mv |
2021-10-25T18:18:26Z |
dc.date.available.fl_str_mv |
2021-10-25T18:18:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/22605 |
url |
http://repositorio.ufsm.br/handle/1/22605 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
900500000008 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 |
dc.relation.authority.fl_str_mv |
3a9dc4db-b442-4eab-840e-5158c5a64c7c 7a97863c-5708-4e75-b9c0-b29346120705 d17a2970-0025-4f55-941c-4c018124a302 1c0a954e-8951-4d65-bd98-9335537b3c14 d7c6dea9-85cb-4a6d-aa5d-e45d96378694 365b3db5-a81c-4aee-91f8-7c4ec1873350 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/22605/2/license_rdf http://repositorio.ufsm.br/bitstream/1/22605/3/license.txt http://repositorio.ufsm.br/bitstream/1/22605/1/TES_PPGQVS_2020_MAREGA_PATRICIA.pdf http://repositorio.ufsm.br/bitstream/1/22605/4/TES_PPGQVS_2020_MAREGA_PATRICIA.pdf.txt http://repositorio.ufsm.br/bitstream/1/22605/5/TES_PPGQVS_2020_MAREGA_PATRICIA.pdf.jpg |
bitstream.checksum.fl_str_mv |
4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df 8088a0378077949bc145e7478c6f146d 3fd9c1b8bb882fcf8affb1431fb93c43 59db51d2a713c6310311d877135a15ba |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1794524364693045248 |