Uma sequência de ensino investigativa sobre eletricidade nos anos iniciais do ensino fundamental: relevância do ensino deliberado na construção do conhecimento científico
Carregando...
Data
2019-09-27
Autores
Trevisani, Josiane de Ameida
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve por objetivo investigar a construção de conceitos físicos pelas crianças fundamentada no referencial de Vygotsky. Para isso, foi aplicada uma Sequência de Ensino Investigativa (SEI) visando desenvolver a alfabetização cientifica sobre o tópico de eletricidade. A sequência inicia-se por um problema experimental sobre como acender uma lâmpada para que os alunos possam trabalhar e pensar sobre ele. Após a resolução do problema por parte dos alunos, é necessária uma sistematização do conhecimento do aluno por meio de produções (desenho e escrita). A contextualização coletiva entre os alunos contribui para o processo argumentativo. A presente pesquisa foi desenvolvida no segundo semestre de 2017, em uma escola pública da rede municipal situada na periferia de Presidente Prudente/SP, onde a pesquisadora atua como professora. A amostra constituinte da pesquisa foi composta por 26 alunos do 4º ano do Ensino Fundamental, na faixa etária compreendida dos 9 aos 10 anos de idade. Os instrumentos de coleta de dados foram basicamente a gravação em áudio e vídeo, além da produção dos alunos (textos e desenhos). No início, os alunos se mostraram céticos quanto ao fato de conseguirem montar o circuito com apenas um fio. Os grupos foram aos poucos conseguindo o seu objetivo. A socialização das dúvidas com os colegas e as “dicas” fornecidas pelos professores fizeram com que um problema, em princípio difícil de resolver, se tornasse solucionável. Diversos termos cotidianos surgiram na tentativa de denominar termos científicos. O termo “cotidiano” em si não carrega sozinho essa condição. A forma como ele se liga (segundo a fala do aluno) a outros termos é que dará a característica de cotidiano, pseudoconceito ou já um conceito científico. As relações que o aluno estabelece entre esses vários termos que utiliza, bem como as relações de cada um deles aos elementos materiais da realidade e da vivência desses discentes é que constitui peça chave para responder à pergunta da pesquisa. A solução e a compreensão de um problema passa pela percepção das relações que os vários elementos materiais têm entre si, e isso é construído através das representações, sendo a fala a mais importante, uma vez que por meio da fala é que os alunos demonstram quais são as relações que eles percebem entre os elementos materiais do fenômeno. Verificou-se que em situações de ensino com suficiente abertura para a problematização e a criatividade, como ocorre nas SEI, os alunos levantam hipóteses, fazem inferências e desenvolvem sua capacidade argumentativa, compreendendo o processo até chegar a uma solução para o problema. Os conceitos cotidianos e os conhecimentos científicos se influenciam mutuamente durante o processo de aprendizagem. As experiências e suas relações com as palavras fortalecem a capacidade de argumentação que formam a base do pensamento abstrato de causalidade, próprias da lógica da ciência.
This research aimed to investigate the formation of physical concepts in children based on Vygotsky's frame of reference. For that, a Sequence of Investigative Teaching (SEI) was applied in order to develop scientific literacy on the topic of electricity. The sequence starts with an experimental problem on how to light a lamp so students can work and think about it. After solving the problem on the part of the students, a systematization of the student's knowledge through productions (drawing and writing) is necessary. The collective contextualization among students contributes to the argumentative process. This research was developed in the second semester of 2017, in a public school of the municipal network located in the outskirts of Presidente Prudente / SP, where the researcher acts as a teacher. The sample in this research was composed by about 30 students of the 4th year of Elementary School. Children are characterized by children ranging from 9 to 10 years of age. The instruments of data collection were basically the audio recording and the production of the students (texts and drawings). At first, students were skeptical that they could assemble the circuit with just one wire. The groups gradually achieved their goal. The socialization of doubts with peers and the "tips" provided by the teachers made a problem that was difficult to solve in principle solvable. Several everyday terms came up in an attempt to name scientific terms. The term "everyday" itself does not carry this condition alone. The way it is linked (according to the student's speech) to other terms is that it will give the characteristic of daily life, pseudo-concept or already a scientific concept. The relationship that the student establishes between these various terms he uses, as well as the relationship of each of them to the material elements of the reality and experience of these students is the key piece to answer the research question. The solution and the understanding of a problem involves the perception of the relationships that the various material elements have with each other, and this is built through the representations, being the speech the most important, since through the speech the students demonstrate which they are the relationships they perceive between the material elements of the phenomenon. It was verified that the students have the opportunity to raise hypotheses, make inferences and develop their argumentative capacity, understanding the process, until arriving at the desired solution. Everyday concepts and scientific knowledge influence each other during the learning process. The experiences and their relations with words strengthen the capacity for argumentation that form the basis of the abstract thought of causality, proper to the logic of science.
This research aimed to investigate the formation of physical concepts in children based on Vygotsky's frame of reference. For that, a Sequence of Investigative Teaching (SEI) was applied in order to develop scientific literacy on the topic of electricity. The sequence starts with an experimental problem on how to light a lamp so students can work and think about it. After solving the problem on the part of the students, a systematization of the student's knowledge through productions (drawing and writing) is necessary. The collective contextualization among students contributes to the argumentative process. This research was developed in the second semester of 2017, in a public school of the municipal network located in the outskirts of Presidente Prudente / SP, where the researcher acts as a teacher. The sample in this research was composed by about 30 students of the 4th year of Elementary School. Children are characterized by children ranging from 9 to 10 years of age. The instruments of data collection were basically the audio recording and the production of the students (texts and drawings). At first, students were skeptical that they could assemble the circuit with just one wire. The groups gradually achieved their goal. The socialization of doubts with peers and the "tips" provided by the teachers made a problem that was difficult to solve in principle solvable. Several everyday terms came up in an attempt to name scientific terms. The term "everyday" itself does not carry this condition alone. The way it is linked (according to the student's speech) to other terms is that it will give the characteristic of daily life, pseudo-concept or already a scientific concept. The relationship that the student establishes between these various terms he uses, as well as the relationship of each of them to the material elements of the reality and experience of these students is the key piece to answer the research question. The solution and the understanding of a problem involves the perception of the relationships that the various material elements have with each other, and this is built through the representations, being the speech the most important, since through the speech the students demonstrate which they are the relationships they perceive between the material elements of the phenomenon. It was verified that the students have the opportunity to raise hypotheses, make inferences and develop their argumentative capacity, understanding the process, until arriving at the desired solution. Everyday concepts and scientific knowledge influence each other during the learning process. The experiences and their relations with words strengthen the capacity for argumentation that form the basis of the abstract thought of causality, proper to the logic of science.
Descrição
Palavras-chave
Sequências de Ensino por Investigação (SEI), Alfabetização científica, Ensino fundamental, Atividades experimentais, Eletricidade, Research Teaching Sequences, Science literacy, Elementary school, Experimental activities, Electricity