Produção de biodigestor e horta orgânica como elemento integrador entre escola e comunidade
Carregando...
Data
2016-02-22
Autores
Bacciotti, Anderson [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo descreve a construção de um biodigestor e de uma horta que possam ser utilizados em aulas práticas de Biologia, na tentativa de integrar a “Escola Estadual Dr. Avelino Aparecido Ribeiro”, localizada no município de Iaras, Estado de São Paulo, e a sua comunidade. Os participantes deste trabalho foram alunos de duas turmas de primeiro ano do Ensino Médio, cada qual com 25 e 20 alunos, totalizando, portanto, 45 participantes. O fato de a pesquisa ser realizada em duas salas distintas possibilitou o cruzamento de dados obtidos pelo professor pesquisador para que pudéssemos investigar se as aulas práticas no Ensino de Biologia favorece a aprendizagem dos alunos quando comparada às propostas didático-metodológicas referentes ao Ensino Tradicional. A organização desta dissertação fora fundamentada no referencial construtivista de Juan Ignacio Pozo. Este autor descreve a importância do processo de ensino e aprendizagem contemplar três modalidades de conteúdos: procedimentos, conceitos e atitudes e, a partir deste referencial, buscamos alcançar os objetivos propostos nessa dissertação: 1- Investigar a aprendizagem de conceitos científicos por meio de atividades práticas e teóricas e; 2- Comparar a aquisição da aprendizagem entre duas turmas de Ensino Médio cujas aulas ministradas pautaram-se em sequências didáticas organizadas a partir de recursos e estratégias diversas. As ações práticas desenvolvidas nas aulas de Biologia analisadas, quando associadas à teoria, proporcionaram aos alunos a construção de conhecimentos científicos, procedimentos e atitudes, o que caracteriza uma aprendizagem mais sistêmica, a partir da qual os alunos possam apropriar-se desses conhecimentos adquiridos em diferentes contextos, além do espaço escolar.
This study describes the construction of a digester and a garden that can be used in practical lessons in biology in an attempt to integrate the "State School Dr. Avelino Aparecido Ribeiro", located in the municipality of Iaras, State of Sao Paulo, and your community. Participants of this study were students from two classes in first year of high school, each with 25 to 20 students, totaling therefore 45 participants. The fact that the research be carried out in two different rooms allowed for the exchange of data obtained by the research professor so we could investigate whether the practical classes in Biology teaching promotes student learning compared to didactic and methodological proposals for the Traditional Education. The organization of this thesis was based on the constructivist framework Juan Ignacio Pozo. The author describes the importance of teaching and learning process consider three types of content: procedures, concepts and attitudes and, from this framework, we seek to achieve the objectives proposed in this dissertation: 1- Investigate the learning scientific concepts through practical activities and theoretical and; 2- Compare the acquisition of learning between two high school classes whose classes taught were based on didactic sequences arranged from various resources and strategies. The practical actions developed in biology classes analyzed, when associated with theory, gave students the construction of scientific knowledge, procedures and attitudes, which features a more systemic learning, from which students can take ownership of the knowledge acquired in different contexts beyond the school environment.
This study describes the construction of a digester and a garden that can be used in practical lessons in biology in an attempt to integrate the "State School Dr. Avelino Aparecido Ribeiro", located in the municipality of Iaras, State of Sao Paulo, and your community. Participants of this study were students from two classes in first year of high school, each with 25 to 20 students, totaling therefore 45 participants. The fact that the research be carried out in two different rooms allowed for the exchange of data obtained by the research professor so we could investigate whether the practical classes in Biology teaching promotes student learning compared to didactic and methodological proposals for the Traditional Education. The organization of this thesis was based on the constructivist framework Juan Ignacio Pozo. The author describes the importance of teaching and learning process consider three types of content: procedures, concepts and attitudes and, from this framework, we seek to achieve the objectives proposed in this dissertation: 1- Investigate the learning scientific concepts through practical activities and theoretical and; 2- Compare the acquisition of learning between two high school classes whose classes taught were based on didactic sequences arranged from various resources and strategies. The practical actions developed in biology classes analyzed, when associated with theory, gave students the construction of scientific knowledge, procedures and attitudes, which features a more systemic learning, from which students can take ownership of the knowledge acquired in different contexts beyond the school environment.
Descrição
Palavras-chave
Ensino de Biologia, Ensino Médio, Aulas práticas de Biologia, Integração Escola e Comunidade, Biology education, High school, Biology practical lessons, School and community integration