Aprendizagem baseada em problemas (ABP) para o ensino de ciências no ensino médio

• Ano de defesa: 2024
• Autor(a) principal: Machado, Joelma Mendes da Mata
• Orientador(a): Araújo, Cleide Sandra Tavares
• Banca de defesa: Carvalho, Plauto Simão de, Fontes, Líviam Santana
• 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: Aprendizagem Baseada em Problemas (ABP); Ensino Médio; Sequência Didática
• Palavras-chave em Inglês: Problem-Based Learning; Highs School; Didactic Sequence
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1614

This study looks at Problem-Based Learning (PBL), one of the methods of active methodologies, in which learning takes place by solving problems in small groups of students, accompanied by a tutor. The study was carried out in the context of secondary education in a public school in the municipality of Santa Helena de Goiás, in the state of Goiás. The general objective is: to develop support material, didactic sequences, in partnership with teachers of basic education in the area of Natural Sciences in a public school in the municipality of Santa Helena de Goiás, based on Active Methodologies and Problem-Based Learning. The specific objectives include to construct a review of the literature relating to problem solving, its theoretical strands and didactic-methodological characteristics, with a focus on high school Nature Science classes; to develop pedagogical knowledge of the content from the perspective of reflection and mediation, with the expectation of constructing Didactic Sequences (DS) in a shared, collective and collaborative manner; motivate teachers to act as researchers in their own pedagogical approaches, forming more critical citizens in the educational context; build Didactic Sequences in the areas of Biology, Chemistry and Physics through Problem-Based Learning, with knowledge contextualized by real problems; and, finally, present the educational product that materializes an exemplary prototype for the creation of didactic sequences based on Problem-Based Learning in themes of Natural Sciences. In order to achieve the stipulated objectives, the study followed the following steps: initially, a bibliographical survey was carried out to provide a theoretical foundation. This literature review served as support for understanding the best practices and approaches related to the use of PBL. Four articles were then drawn up on the following themes: (1) “Foundations and uses of the Problem-Based Learning Methodology based on Jean Piaget”; (2) “Teacher as Researcher of His Own Practice and Student as Protagonist”; (3) “Analysis of Proposals to Improve the Teaching of Natural Sciences in Secondary Schools”; and (4) “Problem-Based Learning (PBL) Applied in the New Secondary School in Natural Sciences Classes”. In the presentation of the Educational Product, the proposal carried out with high school teachers was presented, in which meetings were held at the school where the teachers expressed their difficulties and desires. The results revealed a variety of challenges faced by teachers, including the lack of specific support material for PBL, which motivated the production of the manual, the final product of this work, which will serve as a subsidy for teachers working with high school students. The conclusion is that the training of educators should prioritize the use of active methodologies, especially the PBL methodology, which can play a significant role in the teaching-learning process.