O uso de notícias científicas em aulas de física de partículas elementares para a promoção da alfabetização científica
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Data
2018-08-08
Autores
Mosinahti, Giovana Leticia
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Vivemos em um mundo onde somos cercados por informações constantemente, sejam elas difundidas pelos meios de comunicação e até mesmo por meio do contato com outras pessoas com as quais convivemos. Algumas informações podem nos ser úteis e contribuir para nosso conhecimento, outras não. Para desenvolver a capacidade de processar as informações que são transmitidas e transformá-las em conhecimento, entendemos que, é necessário promover um ensino que forme cidadãos aptos a organizarem seus pensamentos de maneira lógica e a construírem seus raciocínios criticamente em relação ao ambiente em que se inserem. Nessa perspectiva, a promoção da Alfabetização Científica (AC) é fundamental para a formação de cidadãos críticos. As notícias científicas (NCs) veiculadas pela mídia constituem uma interessante forma de articular a AC, oferecendo diversos meios para tanto. A ciência presente nas notícias introduz informações em esfera pública, podendo contribuir com o debate e a tomada de decisões relacionadas com problemas sociocientíficos. Nesse contexto é que se insere esse estudo, tendo como objetivo investigar as contribuições e as limitações do uso de notícias científicas no processo de AC no ensino da Física de Partículas Elementares no Ensino Médio. Este trabalho justifica-se uma vez que é comum encontrarmos muitas informações sobre Partículas Elementares em notícias divulgadas em jornais, televisões e revistas semanais. Esses materiais surgem, então, como uma possibilidade para o ensino desse tópico curricular e, compreender o funcionamento desse recurso no processo de AC, as relações entre as NCs e os sentidos atribuídos por quem as lê e como elas participam das interpretações de estudantes de física, torna-se importante tema de investigação. Nesse sentido, realizamos um levantamento de notícias divulgadas em dois jornais do estado de São Paulo, selecionamos algumas e, elaboramos uma sequencia didática utilizando-as como recurso didático. A sequencia didática foi implementada em uma sala de 3° ano do EM e buscamos analisar as repetições presentes nos discursos dos estudantes como indicadores de AC. Especificamente, utilizamos a noção de repetição e autoria da Análise do Discurso. A mediação das NCs pela formulação de questionários com questões abertas evidenciaram que os discursos dos estudantes foram produzidos principalmente por repetições empíricas ou formais. Apesar das questões abertas possibilitarem a manifestação de opiniões, nossas análises das respostas dos alunos apontam que eles se restringiram aos conteúdos das notícias lidas.
We live in a world where we are surrounded by information constantly, whether they are disseminated by the media and even through contact with other people with whom we live. Some information may be useful and contribute to our knowledge, others may not. In order to develop the capacity to process the information that is transmitted and transform it into knowledge, we understand that it is necessary to promote a teaching that will form citizens capable of organizing their thoughts in a logical way and constructing their reasonings critically by relation to the environment in which they inserted. In this perspective, the promotion of Scientific Literacy (AC) is fundamental for the critical citizens' formation. Scientific news (NCs) conveyed by the media is an interesting way to articulate the CA, offering several means to do so. The science present in the news introduces information in the public sphere, and can contribute to the debate and decision making related to socio-scientific problems. In this context, this study is inserted, aiming to investigate the contributions and limitations of the use of scientific news on CA process in the teaching of Elementary Particle Physics in High School. This work is justified since it is common to find much information on Elementary Particles in news published on newspapers, televisions and weekly magazines. These materials then appear as a possibility for the teaching of this curricular topic and to understand the functioning of this resource in the CA process, the relations between the NCs and the senses attributed by those who read them and how they participate students’ in their interpretations of physics, becomes an important research topic. In this sense, we conducted a survey of news stories published in two newspapers in São Paulo state, selected some and elaborated an episode of teaching using them as didactic resource. The teaching episode was implemented in a 3rd year room of the MS and we looked for to analyze the repetitions present in the discourses of the students like indicators of AC. Specifically, we use the notion of repetition and authorship of Discourse Analysis. The mediation of the NCs by the formulation of questionnaires with open questions evidenced that the students' discourses were produced mainly by empirical or formal repetitions. Although the open questions make it possible to express opinions, our analyzes of the students' responses indicate that they were limited to the contents of the news stories.
We live in a world where we are surrounded by information constantly, whether they are disseminated by the media and even through contact with other people with whom we live. Some information may be useful and contribute to our knowledge, others may not. In order to develop the capacity to process the information that is transmitted and transform it into knowledge, we understand that it is necessary to promote a teaching that will form citizens capable of organizing their thoughts in a logical way and constructing their reasonings critically by relation to the environment in which they inserted. In this perspective, the promotion of Scientific Literacy (AC) is fundamental for the critical citizens' formation. Scientific news (NCs) conveyed by the media is an interesting way to articulate the CA, offering several means to do so. The science present in the news introduces information in the public sphere, and can contribute to the debate and decision making related to socio-scientific problems. In this context, this study is inserted, aiming to investigate the contributions and limitations of the use of scientific news on CA process in the teaching of Elementary Particle Physics in High School. This work is justified since it is common to find much information on Elementary Particles in news published on newspapers, televisions and weekly magazines. These materials then appear as a possibility for the teaching of this curricular topic and to understand the functioning of this resource in the CA process, the relations between the NCs and the senses attributed by those who read them and how they participate students’ in their interpretations of physics, becomes an important research topic. In this sense, we conducted a survey of news stories published in two newspapers in São Paulo state, selected some and elaborated an episode of teaching using them as didactic resource. The teaching episode was implemented in a 3rd year room of the MS and we looked for to analyze the repetitions present in the discourses of the students like indicators of AC. Specifically, we use the notion of repetition and authorship of Discourse Analysis. The mediation of the NCs by the formulation of questionnaires with open questions evidenced that the students' discourses were produced mainly by empirical or formal repetitions. Although the open questions make it possible to express opinions, our analyzes of the students' responses indicate that they were limited to the contents of the news stories.
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Palavras-chave
Notícias científicas, Partículas elementares, Ensino de física, Análise de discurso, Scientific news, Elementary particles, Physics teaching, Discourse analysis