Ensino de ciências por investigação sob perspectiva da semiótica peirceana: análise da deformação do tecido espaço-tempo
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Data
2023-06-12
Autores
Yamaguchi, Renata Oliveira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Ensino de Ciências por Investigação (EnCI) é uma abordagem que busca introduzir os alunos no universo das práticas científicas, trazendo debates e reflexões acerca do fazer ciência. É imprescindível que eles, dentro do ambiente escolar, possam participar por meio desta abordagem, dos processos para a construção de seu entendimento sobre os conteúdos curriculares, elaborando problemas a serem analisados, hipóteses, discussões sobre as informações recebidas e novas ideias que foram propostas. Na presente pesquisa, partimos do início das ideias investigativas com Dewey até seu modelo atual, buscando compreender como ocorre o processo de aprendizado durante atividades baseadas no Ensino de Ciências por Investigação, por meio de elementos da semiótica de Charles Sanders Peirce. Para isso, coletamos dados através de gravações em áudio, vídeo, questionário e entrevista individual aplicados no primeiro semestre de 2022 em uma escola pública nas aulas de Práticas Experimentais. A análise de dados é de caráter qualitativo e possui como método a análise de conteúdo das comunicações de Laurence Bardin, método que abrange um conjunto de técnicas que, por meio de procedimentos sistemáticos e objetivos, colabora com a interpretação dos dados obtidos. Para organização dos dados utilizou-se as categorias pré-estabelecidas por Peirce para caracterização dos signos presentes durante a comunicação, sendo a relação por semelhança de qualidades chamada de ícone, a relação direta com o objeto sendo o índice, e um hábito, lei ou regra sendo o símbolo. Por meio de nossa análise, observamos a predominância de signos do tipo icônico, principalmente durante a etapa de experimentação, devido ao momento descritivo e exploratório do material, além de signos da categoria simbólica, que compreendemos como conhecimentos vindos de outras experiências e vivencias dos estudantes. A identificação das categorias de signos presentes e sua forma de utilização nos levaram a refletir sobre o papel da experimentação durante as aulas da área de ciências da natureza, e como as demais etapas descritas pelo EnCl são importantes para a formulação de novos interpretantes que colaborem para o desenvolvimento do conhecimento dos sujeitos.
The Teaching of Science by Investigation (EnCI) is an approach that seeks to introduce students to the universe of scientific practices, bringing debates and reflections about doing science. It is essential that they, within the school environment, can participate through this approach, in the processes for building their understanding of curricular contents, elaborating problems to be analyzed, hypotheses, discussions about the information received and new ideas that were proposed. In this research, we start from the beginning of the investigative ideas with Dewey until its current model, seeking to understand the learning process during activities based on Science Teaching through Investigation, through elements of Charles Sanders Peirce's semiotics. For this, we collected data through audio recordings, video, questionnaire and individual interview applied in the first semester of 2022 in a public school, in Experimental Practices classes. Data analysis is qualitative in nature and has as its method the content analysis of Laurence Bardin's communications, a method that encompasses a set of techniques that, through systematic and objective procedures, collaborates with the interpretation of the data obtained. To organize the data, the categories pre-established by Peirce were used to characterize the signs present during communication, with the relationship by similarity of qualities called an icon, a direct relationship with the object being the index, and a habit, law or rule being the symbol. Through our analysis, we observed the predominance of signs of the iconic type, especially during the experimentation stage, due to the descriptive and exploratory moment of the material, in addition to signs of the symbolic category, which we understand as knowledge coming from other experiences and experiences of students. The identification of the categories of signs present and their way of use led us to reflect on the role of experimentation during classes in the area of natural sciences, and how the other steps described by EnCl are important for the formulation of new interpretants that collaborate to the development of the subjects' knowledge.
The Teaching of Science by Investigation (EnCI) is an approach that seeks to introduce students to the universe of scientific practices, bringing debates and reflections about doing science. It is essential that they, within the school environment, can participate through this approach, in the processes for building their understanding of curricular contents, elaborating problems to be analyzed, hypotheses, discussions about the information received and new ideas that were proposed. In this research, we start from the beginning of the investigative ideas with Dewey until its current model, seeking to understand the learning process during activities based on Science Teaching through Investigation, through elements of Charles Sanders Peirce's semiotics. For this, we collected data through audio recordings, video, questionnaire and individual interview applied in the first semester of 2022 in a public school, in Experimental Practices classes. Data analysis is qualitative in nature and has as its method the content analysis of Laurence Bardin's communications, a method that encompasses a set of techniques that, through systematic and objective procedures, collaborates with the interpretation of the data obtained. To organize the data, the categories pre-established by Peirce were used to characterize the signs present during communication, with the relationship by similarity of qualities called an icon, a direct relationship with the object being the index, and a habit, law or rule being the symbol. Through our analysis, we observed the predominance of signs of the iconic type, especially during the experimentation stage, due to the descriptive and exploratory moment of the material, in addition to signs of the symbolic category, which we understand as knowledge coming from other experiences and experiences of students. The identification of the categories of signs present and their way of use led us to reflect on the role of experimentation during classes in the area of natural sciences, and how the other steps described by EnCl are important for the formulation of new interpretants that collaborate to the development of the subjects' knowledge.
Descrição
Palavras-chave
Ensino de ciências, Semiótica, Ensino por investigação, Ensino médio, Deformação espaço-tempo, Science teaching, Semiotics, Teaching by research, High School, Space-time deformation