“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
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: |
Ciências Biológicas
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/11972 |
Resumo: | This research entitled "Biochemistry at School: a didactic proposal for meaningful learning" is characterized by being predominantly qualitative, which used as strategy the elaboration and application of a didactic sequence constructed from learning objectives proposed according to the revised Bloom’s Taxonomy. This didactic sequence aimed at reinforcing different abilities of the cognitive domain classified in levels and categories and favoring the meaningful learning of Chemistry contents in the classroom for last year students of high school from a public school of Santa Maria - RS, as well as strengthening the pedagogical and didactic knowledge of teachers in initial formation of Chemistry Degree of the Federal University of Santa Maria. For this, the study was developed in three phases. In the first phase, the aim was to achieve the pedagogical theoretical reference on meaningful and disciplinary learning about the concepts to be approached, such as proteins, carbohydrates and lipids. The second phase was addressed to the theoretical and practical orientation of the teachers in initial formation for the construction of the didactic sequence, approaching different scientific contents in several interventions. The interventions were organized in three thematic workshops based on the Three Pedagogical Moments and the learning objectives proposed for the six levels and categories of knowledge organization of the revised Bloom’s Taxonomy. The third and final step was to apply in the classroom the didactic sequence constructed by the teachers in initial formation and evaluation of the constructed learning. The results of this study were obtained through different data collection instruments, such as: questionnaires, textual productions, didactic sequence activities and the observations and annotations of the researcher, which were analyzed according to the Textual Discourse Analysis. The active participation of teachers in initial formation in studies that provide spaces for articulating university-school, strengthening the pedagogical and didactic knowledge developed during their school and university life, since the teacher needs the use of those in the planning and application of activities, promoting improvements in the teaching process. Furthermore, the results allowed concluding that the application of the didactic sequence favored the meaningful learning of scientific concepts, inasmuch as an evolution was observed in the construction of the knowledge and skills of the cognitive domain of high school students. |
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2017-11-07T12:09:48Z2017-11-07T12:09:48Z2017-01-06http://repositorio.ufsm.br/handle/1/11972This research entitled "Biochemistry at School: a didactic proposal for meaningful learning" is characterized by being predominantly qualitative, which used as strategy the elaboration and application of a didactic sequence constructed from learning objectives proposed according to the revised Bloom’s Taxonomy. This didactic sequence aimed at reinforcing different abilities of the cognitive domain classified in levels and categories and favoring the meaningful learning of Chemistry contents in the classroom for last year students of high school from a public school of Santa Maria - RS, as well as strengthening the pedagogical and didactic knowledge of teachers in initial formation of Chemistry Degree of the Federal University of Santa Maria. For this, the study was developed in three phases. In the first phase, the aim was to achieve the pedagogical theoretical reference on meaningful and disciplinary learning about the concepts to be approached, such as proteins, carbohydrates and lipids. The second phase was addressed to the theoretical and practical orientation of the teachers in initial formation for the construction of the didactic sequence, approaching different scientific contents in several interventions. The interventions were organized in three thematic workshops based on the Three Pedagogical Moments and the learning objectives proposed for the six levels and categories of knowledge organization of the revised Bloom’s Taxonomy. The third and final step was to apply in the classroom the didactic sequence constructed by the teachers in initial formation and evaluation of the constructed learning. The results of this study were obtained through different data collection instruments, such as: questionnaires, textual productions, didactic sequence activities and the observations and annotations of the researcher, which were analyzed according to the Textual Discourse Analysis. The active participation of teachers in initial formation in studies that provide spaces for articulating university-school, strengthening the pedagogical and didactic knowledge developed during their school and university life, since the teacher needs the use of those in the planning and application of activities, promoting improvements in the teaching process. Furthermore, the results allowed concluding that the application of the didactic sequence favored the meaningful learning of scientific concepts, inasmuch as an evolution was observed in the construction of the knowledge and skills of the cognitive domain of high school students.Esta pesquisa intitulada “Bioquímica na Escola: uma proposta didática para a aprendizagem significativa” é caracterizada por ser predominantemente qualitativa, a qual utilizou como estratégia a elaboração e aplicação de uma sequência didática construída a partir de objetivos de aprendizagem propostos conforme à Taxonomia de Bloom revisada. Esta sequência didática teve como finalidade reforçar diferentes habilidades do domínio cognitivo classificadas em níveis e categorias e favorecer a aprendizagem significativa de conteúdos de Química em sala de aula para estudantes da 3ª série do Ensino Médio de uma escola estadual de Santa Maria – RS, bem como fortalecer os conhecimentos pedagógicos e didáticos de professores em formação inicial do curso de Química Licenciatura da Universidade Federal de Santa Maria. Para isso, a pesquisa foi desenvolvida em três fases. Na primeira fase, buscou-se o referencial teórico pedagógico sobre a aprendizagem significativa e disciplinar a respeito dos conceitos a serem abordados, tais como: proteínas, carboidratos e lipídeos. A segunda fase foi direcionada para a orientação teórica e prática dos professores em formação inicial para a construção da sequência didática, abordando diferentes conteúdos científicos em várias intervenções. As intervenções foram organizadas em três oficinas temáticas estruturadas nos Três Momentos Pedagógicas e nos objetivos de aprendizagem propostos para os seis níveis e categorias de organização do conhecimento da Taxonomia de Bloom revisada. A terceira e última etapa, destinou-se à aplicação em sala de aula da sequência didática construída pelos professores em formação inicial e avaliação da aprendizagem construída. Os resultados desta pesquisa foram obtidos por meio de diferentes instrumentos de coleta de dados, tais como: questionários, produções textuais, atividades da sequência didática e as observações e anotações do pesquisador, os quais foram analisados segundo a Análise Textual Discursiva. Conclui-se que a participação ativa dos professores em formação inicial em pesquisas que propiciem espaços para articular universidade-escola, fortalece os conhecimentos pedagógicos e didáticos desenvolvidos durante sua vida escolar e universitária, visto que precisa do uso deste no planejamento e aplicação de atividades, promovendo melhorias no processo de ensino. Além disso, os resultados permitiram concluir que a aplicação da sequência didática favoreceu a aprendizagem significativa de conceitos científicos, pois foi observado uma evolução na construção do conhecimentos e habilidades do domínio cognitivo dos estudantes do ensino médio.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilCiências BiológicasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAprendizagem significativaSequência didáticaTaxonomia de BloomMeaningful learningDidactic sequenceBloom's taxonomyCNPQ::CIENCIAS BIOLOGICAS“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa"Biochemistry at school" a didactic proposal for meaningful learninginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBraibante, Mara Elisa Forteshttp://lattes.cnpq.br/0685197822607977Santarosa, Maria Cecília Pereirahttp://lattes.cnpq.br/7310867402763253Pazinato, Maurícius Selverohttp://lattes.cnpq.br/2136144172613304http://lattes.cnpq.br/3069148304858201Silva, Jennifer Alejandra Suárez2000000000066006e9d3171-46d3-4ee5-a0a1-ee7cd026f24b647b4774-f32a-4d99-8b2d-db1b9ea9a9297a8ec2a2-76ce-4708-b45a-ce4c4b8f4bb101bbb987-2c00-4e5d-a2f0-4eeca6838ec4reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEC_2017_SILVA_JENNIFER.pdfDIS_PPGEC_2017_SILVA_JENNIFER.pdfDissertação de Mestradoapplication/pdf10005870http://repositorio.ufsm.br/bitstream/1/11972/1/DIS_PPGEC_2017_SILVA_JENNIFER.pdf27004bed941532d4ee394bc093e8149aMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa |
dc.title.alternative.eng.fl_str_mv |
"Biochemistry at school" a didactic proposal for meaningful learning |
title |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa |
spellingShingle |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa Silva, Jennifer Alejandra Suárez Aprendizagem significativa Sequência didática Taxonomia de Bloom Meaningful learning Didactic sequence Bloom's taxonomy CNPQ::CIENCIAS BIOLOGICAS |
title_short |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa |
title_full |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa |
title_fullStr |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa |
title_full_unstemmed |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa |
title_sort |
“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa |
author |
Silva, Jennifer Alejandra Suárez |
author_facet |
Silva, Jennifer Alejandra Suárez |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Braibante, Mara Elisa Fortes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0685197822607977 |
dc.contributor.referee1.fl_str_mv |
Santarosa, Maria Cecília Pereira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7310867402763253 |
dc.contributor.referee2.fl_str_mv |
Pazinato, Maurícius Selvero |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2136144172613304 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3069148304858201 |
dc.contributor.author.fl_str_mv |
Silva, Jennifer Alejandra Suárez |
contributor_str_mv |
Braibante, Mara Elisa Fortes Santarosa, Maria Cecília Pereira Pazinato, Maurícius Selvero |
dc.subject.por.fl_str_mv |
Aprendizagem significativa Sequência didática Taxonomia de Bloom |
topic |
Aprendizagem significativa Sequência didática Taxonomia de Bloom Meaningful learning Didactic sequence Bloom's taxonomy CNPQ::CIENCIAS BIOLOGICAS |
dc.subject.eng.fl_str_mv |
Meaningful learning Didactic sequence Bloom's taxonomy |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS |
description |
This research entitled "Biochemistry at School: a didactic proposal for meaningful learning" is characterized by being predominantly qualitative, which used as strategy the elaboration and application of a didactic sequence constructed from learning objectives proposed according to the revised Bloom’s Taxonomy. This didactic sequence aimed at reinforcing different abilities of the cognitive domain classified in levels and categories and favoring the meaningful learning of Chemistry contents in the classroom for last year students of high school from a public school of Santa Maria - RS, as well as strengthening the pedagogical and didactic knowledge of teachers in initial formation of Chemistry Degree of the Federal University of Santa Maria. For this, the study was developed in three phases. In the first phase, the aim was to achieve the pedagogical theoretical reference on meaningful and disciplinary learning about the concepts to be approached, such as proteins, carbohydrates and lipids. The second phase was addressed to the theoretical and practical orientation of the teachers in initial formation for the construction of the didactic sequence, approaching different scientific contents in several interventions. The interventions were organized in three thematic workshops based on the Three Pedagogical Moments and the learning objectives proposed for the six levels and categories of knowledge organization of the revised Bloom’s Taxonomy. The third and final step was to apply in the classroom the didactic sequence constructed by the teachers in initial formation and evaluation of the constructed learning. The results of this study were obtained through different data collection instruments, such as: questionnaires, textual productions, didactic sequence activities and the observations and annotations of the researcher, which were analyzed according to the Textual Discourse Analysis. The active participation of teachers in initial formation in studies that provide spaces for articulating university-school, strengthening the pedagogical and didactic knowledge developed during their school and university life, since the teacher needs the use of those in the planning and application of activities, promoting improvements in the teaching process. Furthermore, the results allowed concluding that the application of the didactic sequence favored the meaningful learning of scientific concepts, inasmuch as an evolution was observed in the construction of the knowledge and skills of the cognitive domain of high school students. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-11-07T12:09:48Z |
dc.date.available.fl_str_mv |
2017-11-07T12:09:48Z |
dc.date.issued.fl_str_mv |
2017-01-06 |
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 |
http://repositorio.ufsm.br/handle/1/11972 |
url |
http://repositorio.ufsm.br/handle/1/11972 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
200000000006 |
dc.relation.confidence.fl_str_mv |
600 |
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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 |
Ciências Biológicas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
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