TCC - Licenciatura em Ciências Biológicas (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/445
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Item Implicações da Teoria da Aprendizagem Significativa (TAS) aplicada no ensino das ciências: uma revisão sistemática à luz da análise estatística implicativa (ASI)(2022-10-03) Oliveira, Gabriela Pinheiro Gomes de; Couto, Janaína de Albuquerque; Cordeiro, Priscila Aparecida dos Santos; http://lattes.cnpq.br/1352379618124390; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/9889975714666120The Meaningful Learning Theory (SAT) comprises the process by which new knowledge is related in a non-arbitrary and non-literal way to the cognitive structure of the being who learns, so that the student's previous knowledge interacts, in a significant way and gaining new meaning. , with the new knowledge that is presented to them, causing changes in their cognitive structure, in order to overcome mechanical, literal, and arbitrary learning. Given this context, this work aimed to build a Systematic Review study to characterize and identify the main trends of TAS applied in Science teaching in order to understand the profile of scientific production related to the mentioned topic, in a time frame from 2011 to 2011. 2021. The study consisted of analyzing the articles from the electronic databases and was carried out in four stages: electronic search in the databases (step 1), selection and identification of eligible articles (step 2), extraction of data from the studies included in the review (step 3) and Statistical Implicative Analysis - A.S.I. (step 4). Fifty-seven articles were selected that met the inclusion criteria, each of which studied the application of the Theory of Meaningful Learning in the classroom. The results showed that TAS contributed to a more dynamic learning process, valuing the students' previous knowledge and encouraging students' motivation, interest and curiosity in science teaching, providing a significant conceptual evolution of the same. The data of the articles passed through the statistical treatment of the CHIC software that also operates the A.S.I. for the production of Implicative Graphs and other treatments. The use of Implicative Statistical Analysis in the analysis process of the studies included in the Review expanded the vision of a qualitative approach to a quantitative treatment, appropriating statistical-probabilistic elements, contributed significantly to a systemic and articulated view of the data. In this way, the potential of the A.S.I. demonstrated in this work induce a capacity for expansion and complementation of the qualitative approach, awakening possibilities and needs for its application in new investigations and studies in teaching and learning processes.