Aprendizagem baseada em problemas, por meio de temáticas, como metodologia ativa facilitadora no ensino de ciências/química

• Ano de defesa: 2022
• Autor(a) principal: Oliveira, Fernando Vasconcelos de
• Orientador(a): Chitolina, Maria Rosa
• Banca de defesa: Braibante, Mara Elisa Fortes, Adaime, Martha Bohrer, Munchen, Sinara, Rocha, Thaís Rios da
• 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: Aprendizagem baseada em problemas; Temáticas no ensino; Interdisciplinaridade; ABP; Metodologias ativas
• Área do conhecimento CNPq: CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/26746

Active learning methodologies, in which students are protagonists of the process of building their own knowledge, are essential to autonomous intellectual development. Among the methodological trends, there is the Problem Based Learning (PBL), originally, Problem Based Learning (PBL), widely spread in Higher Education for the positive results, but still little investigated in Basic Education in Brazil. The research developed sought to investigate how it happens and what are the limits and potentialities of the development of classes from the methodology of ABP, through Thematic in Science Teaching and sought to answer the following research problem "What are the limits and potentialities of the development of classes based on the PBL methodology, through the use of themes, in the development of activities in Science/Chemistry Teaching?". The study took place with a group of distinct subjects, from students and teachers of Basic Education, to academics of Nature Sciences courses. The research was based on the development of dynamics through activities based on the foundations of PBL, on themes focusing on the daily context, in which the transformation phenomena of material systems are perceived. In this sense, the research started from a sample of data collected with eight teachers in initial and continuing education and had its sequence with students, academics and teachers in a public high school in São Sepé (RS), totaling 308 participants, that provided data about the creation and evaluation of problem situations through the 3C3R method, using the nine steps by Hung, in addition to the three moments adopted in the stage of solving the problems elaborated by the researcher professor. Still, in order to validate the research, a systematic bibliographic survey on PBL was carried out, raising data from 12 papers published in the minutes of ENPECs and in 14 articles, from six journals of Science Teaching, published in the last decade. From the data collected, during the trajectory of the research, it is believed that the investigations on the development of PBL in Basic Education, provide subsidies to encourage teachers to new experiences with active learning methodologies, promoting the development of understanding of science, through the use of contextualized themes. Through this thesis, it is noticed that the use of active methodologies such as PBL, are still little explored in the initial and continuing education of teachers, especially in the area of science education, also having as limitation, the low academic production around the methodology. However, it is argued that the methodological proposal brings light to constructivist teaching, through research as a way of building knowledge, based on the challenge of seeking solutions to the problems developed and presented by the teacher and also by the socialization of the answers found by the students, which favors the teaching of science.