01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Resultados da Pesquisa
Item Percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada para promover a alfabetização científica(2025-03-17) Silva, Sergiany Sandrelli Santos da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6898348167448044Nesta pesquisa temos o objetivo de analisar percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada, a partir do tema Microplásticos, para promover a Alfabetização Científica. A pesquisa foi qualitativa; contou com a participação de dez licenciandos em Química que cursaram pelo menos uma das disciplinas do curso cujas ementas são voltadas para a abordagem CTS; e foi desenvolvida em quatro etapas metodológicas: planejamento de uma intervenção didática fundamentada na abordagem CTSA e estruturada a partir dos eixos da AC propostos por Sasseron (2008) e da espiral de responsabilidade de Waks (1992) com o tema Microplásticos (1ª etapa); elaboração do questionário (2ª etapa); contato, convite e envio do questionário e do Termo de Consentimento Livre e Esclarecido (TCLE) para os participantes da pesquisa (3ª etapa); e análise dos dados (4ª etapa). Como resultado da pesquisa, podemos destacar que, com base na análise das respostas dos licenciandos ao questionário, a intervenção didática apresenta potencial para promover a AC, ao contemplar os três eixos estruturantes propostos por Sasseron (2008). Além disso, contribuições e limitações da intervenção didática foram apontadas pelos licenciandos. Como contribuições, eles mencionaram, por exemplo, consciência ética sobre o uso e descarte do plástico e a aplicação prática do conhecimento e a formação de cidadãos responsáveis. E como limitações, os licenciandos apontaram, dentre outras, a limitação de tempo para explorar as relações CTSA e a formação docente adequada. Portanto, para pesquisas futuras sobre a AC no ensino de Química, sugerimos a implementação da intervenção didática em tela em contextos reais de ensino para investigar a promoção da AC dos estudantes nesses contextos.Item Contribuições e limitações para a ACT de licenciandos em Química: uma análise a partir das percepções deles(2025-03-18) Barros, José Felipe de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/0424122111591768A Alfabetização Científica e Tecnológica (ACT) é uma condição para a formação cidadã, pelo desenvolvimento de habilidades de domínio, autonomia e comunicação. Portanto, nesta pesquisa tivemos o objetivo de analisar contribuições e limitações para a ACT de licenciandos em Química a partir das percepções deles. Por meio dela, buscamos responder a seguinte questão de pesquisa: quais aspectos, a partir das percepções de licenciandos em Química, podem indicar contribuições e/ou limitações para a ACT deles? A pesquisa desenvolvida foi de natureza mista, com abordagem quantitativa e qualitativa, contou com a participação de 22 licenciandos em Química distribuídos em licenciandos do primeiro período denominados ingressantes (LQI) e licenciandos do décimo ou último período do curso denominados concluintes (LQC), e foi desenvolvida em três etapas: adaptação do questionário (Etapa 1); aplicação do questionário (Etapa 2); e organização e análise dos dados produzidos (Etapa 3). Um questionário baseado na Escala Likert foi o único instrumento de pesquisa. A partir das análises, podemos dizer de modo geral, que: 1. quanto às percepções dos licenciandos de Química acerca da ciência, da tecnologia e das relações entre elas, os licenciandos dos dois grupos concordam totalmente que devemos questionar a Ciência e Tecnologia, que o trabalho da Ciência é buscar verdades que precisam ser comprovadas, e que a Tecnologia é aplicação da Ciência; 2. em relação às percepções dos licenciandos de Química acerca da ciência, da tecnologia e suas relações com a sociedade, os LQI e LQC concordam parcialmente que a Ciência e a Tecnologia não devem ser influenciadas por fatores sociais, políticos, religiosos, econômicos e éticos (fatores externos) e que quanto mais tecnologia mais bem-estar; 3. quanto às contribuições e limitações para a ACT dos licenciandos em Química, algumas percepções podem se constituir como contribuições para a ACT deles, como, por exemplo, os LQI e os LQC concordarem totalmente que devemos questionar aItem Promovendo a alfabetização científica e tecnológica através do ensino de Citologia no ensino médio: relatos de uma professora em formação(2024-10-01) Pereira, Maria Isabel de Oliveira Mendes; Araújo, Elian Sandra Alves de; Conceição, Emanuella Maria da; http://lattes.cnpq.br/0829667458659173; http://lattes.cnpq.br/8362137509119353; http://lattes.cnpq.br/3096551749857151This report describes the process of designing, organizing and developing a pedagogical workshop using didactic models for teaching Cytology, from the perspective of a resident of the Pedagogical Residency Program, with the aim of promoting Scientific and Technological Literacy in High School. The combination of practical activities with concrete visual resources, such as biscuit dough, paints, canvases and brushes, helped to assimilate cellular concepts, promoting deeper and more meaningful learning, as well as increasing student involvement and enabling greater interaction between them. The Cell Biology Workshop contributed to the development of fundamental skills, such as observation, description and interpretation of cytological concepts and phenomena. However, some challenges were identified, such as the need to adjust the time and space allocated to the activities and the diversification of materials due to the lack of financial resources. In the end, it was concluded that this approach helps to promote students' scientific literacy by bringing them closer to scientific elements and language, and can therefore be considered an effective strategy for improving the teaching and learning processes in Biology.Item Contribuições e limitações de uma intervenção pedagógica sobre a questão sociocientífica derrame de óleo nas praias do Nordeste na alfabetização científica e tecnológica de estudantes(2020-10-01) Farias, Robson Almeida Monteiro de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6038725990836198In this paper we aimed to analyze contributions and limitations of a pedagogical intervention, on the SSI Oil spill on the beaches of the Northeast, in the STL of students in Chemistry Teaching. From this perspective: we analyze STL levels of students; we evaluated the SSI’s characteristics mobilized and identified relationships between the STL levels of students and the SSI’s characteristics mobilized. We developed the research in a state public school located in the municipality of Olinda, Metropolitan Region of Recife, with the participation, on average, of thirty students of a class of the 2nd grade of high school, aged between 14 and 19 years, and we follow theoretical-methodological assumptions of the pedagogical intervention research type. The following methodological steps were developed: planning and development of pedagogical intervention; and data analysis. From the analyses, we highlight as contributions of pedagogical intervention the development of the level of practical STL; the level, in part, of civic STL; and the mobilization of some of the SSI’s characteristics mobilized, such as: approaching students to real situations; contextualization of content; and discussion of different aspects. However, limitations of pedagogical intervention were identified, among which we highlight the fact that the guiding issues did not contribute, for example, to the approach of aspects related to NoSaT, which may have reflected in the fact that we did not identify the development of the level of cultural STL by these students.Item Impactos de um processo de formação docente, fundamentado na racionalidade prática, na alfabetização científica e tecnológica de licenciandos em Química: um estudo de caso(2019-12-12) Miranda, Raphaela Dantas; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/7681050703890574It is in the context of the applications and implications of science and technology in society that the need for citizens' Scientific and Technological Literacy (STL) was highlighted. In this perspective, the objective of this research was to analyze the impacts of a teacher training process, based on practical rationality in the STL of Chemistry degree students. It was assumed that the process of initial formation of Chemistry teachers, based on practical rationality, can contribute to the STL of these future teachers, since this type of rationality considers practice as a place of reflection for the production of knowledge, as, knowledge related to the Nature of Science and Technology, an essential component of STL. For this purpose, this research: 1) had the participation of eight undergraduate students in Chemistry who were taking the Instrumentation for Teaching Chemistry II (ITC II) discipline, curricular component of the 7th period of the course's curriculum matrix; 2) followed as methodological steps: presentation of the research objectives to the undergraduate students followed by reading and signing of the informed agreement term; application of the COCTS with Chemistry degree students enrolled in the discipline of ITC II in the second semester of 2018 - before the development of the training process; reapplication of COCTS with graduates in Chemistry after the referred process and data analysis; 3) adopted qualitative and quantitative data approaches. From the analyzes carried out, evidence was found that the training process contributed to the undergraduate students’ STL, however, it did not guarantee the development of adequate conceptions of Science, Science-Technology relationship, Technology-Society relationship and Science Epistemology. Therefore, these results corroborate the need to return of the attention to teacher training, more specifically, to the initial training of Chemistry teachers, when we assume STL as a cultural need for citizens of contemporary society and as one of the objectives of teaching sciences, and more particularly, the teaching of Chemistry.Item Análise de crenças e atitudes de estudantes do curso de Licenciatura em Química sobre natureza da tecnologia como indicadores da alfabetização científica e tecnológica(2022-05-27) Régis Júnior, José Josiel; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2879033758134136Technology is part of several contexts in today's world, a fact that corroborates the need for Scientific and Technological Literacy (STL) on the part of citizens. The STL includes, in addition to scientific concepts and procedures, the understanding of the Nature of Science and Technology. In this research, we direct our study to the Nature of Technology (NoT) as a component of the STL, and more specifically, to the initial training of Chemistry teachers, considering that research of NoT and Chemistry teachers in training are still incipient in Brazil. Therefore, in this research we aim to analyze the beliefs and attitudes of students in graduation in Chemistry about the Nature of Technology (NoT), considering them as indicators of their STL. We count on the participation of students who attended the last period of the course. For data analysis, we adopted qualitative and quantitative approaches and the following methodological steps: 1) selection of COCTS questions that involve aspects of NoT; 2) Application of the selected questions with students of a degree course in Chemistry of the last period; and 3) qualitative and quantitative analysis of student responses to COCTS questions. From the analysis of the research carried out, as main results we highlight those students expressed plausible beliefs and attitudes for seven of the eight COCTS questions related to NoT, such as technology and the interdependence between science and technology, and appropriate beliefs and attitudes about STS relationships. Additionally, it is worth mentioning that students were expected to express partial agreement with the plausible phrases of the questions and not to strongly agree or disagree with them, as observed. Therefore, the results obtained in this research point to evidence of the need to discuss NoT within the scope of the initial training of Chemistry teachers, from the perspective of their STL.Item Abordagem da questão sociocientífica poluição por plásticos no ensino de química: uma análise de contribuições e limitações para a alfabetização científica e tecnológica de estudantes(2020-11-05) Silva, Janaína Santana da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6443588588161854In this monographic work, we aim to analyze the contributions and limitations of a pedagogical intervention with approach of the Socioscientific Issue (SSI) Pollution by plastics for the Scientific and Technological Literacy (STL) of students. In this perspective, we developed a research of the pedagogical intervention type, we followed a qualitative approach of the data, and we counted with the participation of twenty-two students of the 3rd grade of the high school of a public school of the state network of Pernambuco. We followed three methodological steps: 1) planning the pedagogical intervention; 2) development of pedagogical intervention; and 3) data analysis. The data collection instruments were the asks related to the case entitled “The greatest environmental challenge of the 21st century”, and six guiding questions. Based on the analyzes carried out, we can highlight contributions and limitations of the pedagogical intervention with of SSI Pollution by plastics approach to the students STL. Among the contributions, we highlight the guiding questions and the activities developed in the pedagogical intervention, since we identified in the students responses the levels of practical STL and civic STL. Among the limitations, we point out the time dedicated to addressing the case, since it was not enough for the development of discussions capable of mobilizing the other socioscientific aspects that were associated with the issue in question, since we do not perceive significant advances in the students responses to the questions of the case, at the beginning and at the end of the intervention, and the fact that the case, the guiding questions and the activities developed do not involve aspects that could promote the level of cultural STL.