01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
Navegar
4 resultados
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 Análise das compreensões de estudantes no contexto de uma intervenção didática fundamentada na abordagem CTS a partir da temática adulteração/falsificação de medicamentos(2024-02-27) Santos, Willyane Camille Santana dos; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/9100179358219333In this research, the objective was to analyze students' understandings in the context of a didactic intervention based on the CTS Approach based on the theme of drug adulteration/counterfeiting. The research was qualitative and of the pedagogical intervention type, carried out in a public school, located in Recife - PE, with the participation of 19 students from the 2nd year of high school. The intervention took place in three meetings, the first two lasting two hours each and the last four hours, divided into two distinct moments. The methodological stages of the study included the planning of the didactic intervention, the application of the didactic intervention and the organization and analysis of the data obtained. The results indicate that: some students expressed limited prior conceptions regarding the adulteration/counterfeiting of medicines and their impacts on society, such as, for example, an understanding focused only on the alteration or modification of the medicine and the impacts promoted by the adulteration/counterfeiting of medicines in society; there was an evolution in students' understanding of different aspects, including the chemical concepts covered and the risks associated with the consumption of adulterated medicine; and in their understandings, students integrated scientific and social aspects of different orders: environmental, economic, legal and public health, except technological aspects.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 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.