Educação científica, CTSA e ensino de física: contribuições ao aperfeiçoamento de situações de aprendizagem sobre entropia e degradação de energia
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Data
2013-02-08
Autores
Quinato, Gabriel Augusto Cação [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A concepção de educação científica encontra-se na atualidade permeada por princípios eventualmente incompatíveis entre si. Desenvolvimento de habilidades cognitivas, preparação para a continuidade dos estudos em nível superior, ingresso no mercado de trabalho e formação da cidadania estão entre os objetivos da educação para a ciência, que muitas vezes competem entre si no cotidiano escolar. No contexto do campo CTSA (Ciência, Tecnologia, Sociedade e Ambiente), a formação para a participação democrática na formulação de políticas de ciência e tecnologia deve ser contemplada pelo Ensino de Ciências. O objetivo geral desta pesquisa realizada em nível de Mestrado é trazer contribuições ao aperfeiçoamento do processo de ensino-aprendizagem em relação à educação científica proporcionada por conteúdos de Física presentes na Proposta Curricular do Ensino Médio no Estado de São Paulo. Os objetivos específicos foram: a) caracterizar correntes teóricas que colaboram na construção da concepção de educação científica no ensino brasileiro contemporâneo; b) caracterizar concepções de educação científica subjacentes ao enfoque CTSA; c) identificar concepções de educação científica subjacentes às Situações de Aprendizagem referentes ao Tema ‘Entropia e Degradação da Energia’ presente nos Cadernos do Professor e do Aluno para o Ensino de Física, parte integrante do Conteúdo Programático da Proposta Curricular do Ensino Médio do Estado de São Paulo, 2ª série, volume 2, 2009; d) propor indicações coerentes com o enfoque CTSA para o aperfeiçoamento das Situações de Aprendizagem referentes ao Tema ‘Entropia e degradação da energia’ dos Cadernos do Professor e do Aluno para o Ensino de Física...
The concept of scientific literacy has been pervaded by principles which may be mutually incompatible. Development of cognitive skills, preparation for the continution of studies in higher education, entering the labor market and citizenship are among the goals of science education, which often compete with each other in everyday school life. Within the field CTSA (Science, Tecnology, Society and Environment) , the training for democratic participation in policy formulation science and technology should be contemplated by Science Education. The overall goal of this Master's research is to bring contributions to improve the teaching the teaching-learning process in relation to scientific literacy content provided by Physics Curriculum in the high schools in the state of São Paulo. Specific objectives was: a) characterize theories that collaborate in the construction of the concept of scientific literacy in education in Brazil; b) characterize concepts of scientific literacy underlying the CTSA field; c) identify concepts literacy underlying Learning Situations regarding the theme 'Entropy and Degration Energy' present in the Collection of Professor and Student for Teaching Physics, part of Program Content of Proposed Curriculum of Secondary Education of the State of São Paulo, series 2, volume 2, 2009; d) propose directions consistent with the field CTSA to improve Learning Situations for the theme 'Entropy and dissipation of energy' of Collection of Professor and Student for Teaching Physics, series 2, volume 2, 2009; e) assess the adequacy of indications generated under research by secondary school teachers in the state of São Paulo. The results indicate that the proposed changes to the Teacher's and Student's Books were generally well accepted by teachers participating in the focus group, with reservations, however, the viability of its applications in the context of current constraints of school and teacher formation
The concept of scientific literacy has been pervaded by principles which may be mutually incompatible. Development of cognitive skills, preparation for the continution of studies in higher education, entering the labor market and citizenship are among the goals of science education, which often compete with each other in everyday school life. Within the field CTSA (Science, Tecnology, Society and Environment) , the training for democratic participation in policy formulation science and technology should be contemplated by Science Education. The overall goal of this Master's research is to bring contributions to improve the teaching the teaching-learning process in relation to scientific literacy content provided by Physics Curriculum in the high schools in the state of São Paulo. Specific objectives was: a) characterize theories that collaborate in the construction of the concept of scientific literacy in education in Brazil; b) characterize concepts of scientific literacy underlying the CTSA field; c) identify concepts literacy underlying Learning Situations regarding the theme 'Entropy and Degration Energy' present in the Collection of Professor and Student for Teaching Physics, part of Program Content of Proposed Curriculum of Secondary Education of the State of São Paulo, series 2, volume 2, 2009; d) propose directions consistent with the field CTSA to improve Learning Situations for the theme 'Entropy and dissipation of energy' of Collection of Professor and Student for Teaching Physics, series 2, volume 2, 2009; e) assess the adequacy of indications generated under research by secondary school teachers in the state of São Paulo. The results indicate that the proposed changes to the Teacher's and Student's Books were generally well accepted by teachers participating in the focus group, with reservations, however, the viability of its applications in the context of current constraints of school and teacher formation
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Palavras-chave
Ciencia, Educação, Física - Estudo e ensino, Pesquisa, Cidadania, Ciencia e tecnologia, Science
Como citar
QUINATO, Gabriel Augusto Cação. Educação científica, CTSA e ensino de física: contribuições ao aperfeiçoamento de situações de aprendizagem sobre entropia e degradação de energia. 2013. 203 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências de Bauru, 2013.