O júri simulado no ensino de Ciências e Matemática: uma revisão sistemática da literatura em Língua Portuguesa
Carregando...
Data
2022-12-14
Autores
Barros, Nathalia Zanetti
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O júri simulado é uma estratégia didática ativa que parte de um problema concreto e objetivo para simular um julgamento, ao longo do qual os alunos devem argumentar na perspectiva da defesa e acusação. O objetivo geral deste trabalho foi investigar como os artigos em língua portuguesa têm utilizado a estratégia didática do júri simulado no ensino de ciências e matemática. Com o intuito de alcançar tais objetivos, a coleta de dados foi realizada no Portal de Periódicos da Coordenação de Aperfeiçoamento Pessoal de Nível Superior do Ministério da Educação, utilizando os descritores: júri e julgamento associados ao descritor ensino por meio do operador booleano AND, com o período temporal de 1990 a 2022. A busca inicial retornou 482 resultados, sendo que desses, 16 foram incluídos no corpus de artigos desta revisão a partir de 3 critérios de inclusão e exclusão. A análise dos dados explicitou que as revistas que mais publicaram artigos sobre a implementação do júri simulado foram a Enseñanza de las Ciencias e a Revista Brasileira de Ciências e Tecnologias. Os anos com mais publicações foram 2017, 2018 e 2019. Os autores que mais publicaram sobre essa temática no período estipulado foram Del Pino, Marchi, Girotto, de Paula e Ramos. As palavras-chave mais utilizadas pelos artigos analisados foram júri simulado, formação de professores e a sigla referente a abordagem metodológica Ciência, Tecnologia e Sociedade. O nível de ensino com mais implementação foi o ensino médio e a abordagem metodológica utilizada pela maioria dos artigos foi a Ciência, Tecnologia e Sociedade. A área de conhecimento que teve mais temáticas foi a química. O referencial teórico mais utilizado foram os autores Anastasiou e Alves (2005). Fundamentado em todos os conhecimentos gerados por essa revisão, foi sugerida uma dinâmica autoral para o desenvolvimento do júri simulado como estratégia didática no ensino de Ciências.
The simulated jury is an active teaching strategy, which starts from a concrete and objective problem to simulate a trial, in which students must argue from the perspective of the defense and prosecution. The general objective of this work was to investigate how articles in portuguese have used the didactic strategy of the simulated jury in the teaching of science and mathematics. In order to achieve these objectives, data gathering was carried out on the Portal de Periódicos of the Coordination for the Improvement of Higher Education Personnel of the Ministry of Education database, using the descriptors: jury and judgment associated with the descriptor teaching through the Boolean operator AND, with the time period from 1990 to 2022. The initial search returned 482 results, of which 16 were included in the corpus of articles for this review. Data analysis made it clear that the journals that most published articles on the implementation of the simulated jury were Enseñanza de las Ciencias and Revista Brasileira de Ciências e Tecnologias. The years with the most publications were 2017, 2018 and 2019. The authors who published the most on this topic in the stipulated period were Del Pino, Marchi, Girotto, de Paula and Ramos. The keywords most used by the analyzed articles were simulated jury, teacher training and the acronym referring to the methodological approach Science, Technology and Society. The level of education with the most implementation was high school and the methodological approach used by most articles was Science, Technology and Society. The area of knowledge that had more themes was chemistry. The prevailing theoretical framework was the one provided by the authors Anastasiou and Alves (2005). Based on all the knowledge generated by this review, an authoral dynamic was suggested for the development of the simulated jury as a didactic strategy in science teaching.
The simulated jury is an active teaching strategy, which starts from a concrete and objective problem to simulate a trial, in which students must argue from the perspective of the defense and prosecution. The general objective of this work was to investigate how articles in portuguese have used the didactic strategy of the simulated jury in the teaching of science and mathematics. In order to achieve these objectives, data gathering was carried out on the Portal de Periódicos of the Coordination for the Improvement of Higher Education Personnel of the Ministry of Education database, using the descriptors: jury and judgment associated with the descriptor teaching through the Boolean operator AND, with the time period from 1990 to 2022. The initial search returned 482 results, of which 16 were included in the corpus of articles for this review. Data analysis made it clear that the journals that most published articles on the implementation of the simulated jury were Enseñanza de las Ciencias and Revista Brasileira de Ciências e Tecnologias. The years with the most publications were 2017, 2018 and 2019. The authors who published the most on this topic in the stipulated period were Del Pino, Marchi, Girotto, de Paula and Ramos. The keywords most used by the analyzed articles were simulated jury, teacher training and the acronym referring to the methodological approach Science, Technology and Society. The level of education with the most implementation was high school and the methodological approach used by most articles was Science, Technology and Society. The area of knowledge that had more themes was chemistry. The prevailing theoretical framework was the one provided by the authors Anastasiou and Alves (2005). Based on all the knowledge generated by this review, an authoral dynamic was suggested for the development of the simulated jury as a didactic strategy in science teaching.
Descrição
Palavras-chave
Revisão sistemática da literatura, Júri simulado, Julgamento, Ensino de ciências, Matemática