O ensino das interações ecológicas utilizando a investigação científica e a pedagogia dialógico-problematizadora

• Ano de defesa: 2017
• Autor(a) principal: Batista, Marineide Abreu
• Orientador(a): Santos, Mirley Luciene dos
• Banca de defesa: Santos, Mirley Luciene dos, Peixoto, Josana de Castro, Ferreira, Juliana Simião
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Stricto sensu Mestrado Profissional em Ensino de Ciências (PPEC)
• Departamento: UEG ::Coordenação de Mestrado Profissional em Ensino de Ciências
• País: Brasil
• Palavras-chave em Português: Sequência Didática Investigativa; Alfabetização Científica; Argumentação; Trilha Ecológica; Cerrado; Argumentation; Ecological trail; Savana
• Palavras-chave em Inglês: Investigative Didactic Sequence; Scientific Literacy
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO; CIENCIAS BIOLOGICAS
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/487

Conscious of the need for a more reflective and dynamic science education that goes beyond the mere transmission of information, an Investigative Didactic Sequence (SDI) was developed, applied through dialogic-problematizing education and research teaching to promote Scientific Literacy of students from the final years of Elementary School. The subject dealt with the Ecological Interactions, and among the various activities developed, we used the observation, registration and collection of information about the Ecological Interactions observed in an Educational Trail in the Cerrado area. SDI was applied at the Moisés Santana State College, in Silvânia-GO, a full-time school, in the discipline Scientific Initiation, composed of 20 students from the 6th to 9th grade. The approach used was qualitative and data collection was predominantly descriptive, including the transcription of speeches and the analysis of the materials produced by the students. In the development of the research activities proposed in SDI, the student assumed the role of active subject, arguing and constructing his own knowledge from the interaction with his peers and with the teacher. We also show the role of the teacher as a mediator of the discussion, a guide of the paths that the students must take in the construction of this knowledge.