Unidade de ensino potencialmente significativa baseada no movimento STEM como possibilidade de aprendizagem significativa

• Ano de defesa: 2024
• Autor(a) principal: Flores, Jéssica Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/0013000018w9v
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Educação STEM; Aprendizagem significativa; UEPS; STEM education; Meaningful learning; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/34505

The STEM Education (acronym for Science, Technology, Engineering and Mathematics), in the Brazilian context, has timidly contributed to new teaching and learning possibilities in an interdisciplinary manner in the areas of science, technology, engineering and mathematics. The present research has the problem question: How to develop a Potentially Significant Teaching Unit based on the STEM Movement with a view to meaningful learning? Thus, this is an exploratory and explanatory research of a qualitative nature to investigate the possibility of building a UEPS based on a STEM activity. In addition to the bibliographic survey of authors to support studies on STEM Education and significant learning, a mapping of the state of the art was carried out to find research that has already developed some practice in the STEM proposal within the precepts of UEPS. The mapping was carried out on the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES) with access by the Federated Academic Community (CAFe-UFSM). It was necessary to use some descriptors, in Portuguese and English, with the most returned being “STEM and meaningful learning”, totaling 21 articles. Of these, as exclusion criteria for Bardin's Content Analysis, those that relate STEM Education with David Ausubel's meaningful learning and works that have the PMTU construction as a STEM teaching approach were eliminated. Only seven articles were part of the analysis corpus, which dealt with STEM Education and the search for meaningful learning for students. And no works that mention PMTU together with the STEM approach were found. Thus, based on the investigations carried out during the research, a UEPS is proposed with the precepts of Marco Antonio Moreira, based on David Ausubel's Meaningful Learning Theory, together with a STEM teaching approach. Bringing the reality of students closer in the search for their autonomy in problem-solving and preparing them for the demands of the 21st century and the globalized world.