Do senso comum à elaboração do conhecimento químico: uso de dispositivos didáticos para mediação pedagógica na prática educativa
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Data
2009-07-13
Autores
Mininel, Francisco José [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As propostas mais recentes de Ensino de Química têm como um dos pressupostos a necessidade do envolvimento ativo dos alunos nas aulas, em um processo interativo professor-aluno, em que os horizontes conceituais dos alunos sejam contemplados. Desse modo necessitamos de estratégias para oportunizar aos nossos alunos momentos para expressarem como vêem o mundo, o que pensam, como entendem os conceitos e quais as suas dificuldades. No intuito de fazermos de nossas aulas momentos de reflexão-ação, buscou-se diferentes dispositivos didáticos (vídeos problematizadores, experimentação, textos de apoio, uso de software, construção de mapas conceituais) dentro de contextos definidos a fim de que os alunos pudessem manifestar suas idéias (interações dinâmicas sócio-culturalmente determinadas), nos permitindo tomar conhecimento de suas concepções acerca do tema em estudo. Durante o transcorrer das atividades, nunca perdemos o foco de que a aprendizagem dos conceitos passa por um processo dialógico mediado pelo professor e pelas atividades instrucionais propostas. Neste trabalho, todas as atividades experimentais ou não, foram introduzidas a partir de temas abordados em vídeos da TV-ESCOLA (MEC) o qual denominamos problematizadores. Foram escolhidos temas para o 1º Ano Ensino Médio (“Solo”), 2º Ano (“Água”) e 3º Ano (“Interação Inseto-planta – Química de Produtos Naturais”). Desse modo os conceitos eram elaborados ou re-elaborados a partir de atividades que propiciavam um aprofundamento cada vez maior do tema e dos conceitos. Os resultados obtidos nos indicam que a mediação pedagógica (interação professor-aluno e aluno-aluno) enriquece as atividades e fazem com que os alunos discutam em grupo e tragam à tona os conceitos que possuem, testem suas hipóteses e criem estratégias para a solução de problemas. A partir dessa perspectiva, são essenciais...
The most recent proposal for in Chemistry Teaching as one of the min assumption the need of active involvement of the students during the classes in an interactive teacher-student process, in which their conceptual horizons are considered. Thus we need strategies that give opportunities to our students to express the way they interpret the world, how they thinks about and understand the concepts and which are their difficulties in these processes. In order to make our classes moments of reflection-action, several teaching instruments were usedit (video problematized, experiments, supporting written material, use of didactic softwares, construction of conceptual maps) within defined contexts, so that the students could express their ideas (dynamic social-culturally determined interactions), allowing us to be aware of their initial conceptions about the subject under study. During the development of the activities, the focus on the it that learning of concepts is through a dialogue process mediated by the teacher and the instructional activities proposed was never lost. In this study, all activities experimental or not, were introduced from topics covered in videos of TV-ESCOLA (MEC), that were designated as problematization themes. The videos themes chosen wer Soil (Solo), Water (“Água”) and (insect-plant interactive - Chemistry of Natural Products) for 1 st, 2 nd and 3 rd High School terms, respectively. During the classes the concepts were established or re-elaborated from the results of the activities proposed in order to increase the depth of the knowledge about the theme and the concepts related subject by the students. . The results obtained suggest that the Pedagogical Mediation (teacher-student and studentstudent interactions) enrich the activities stimulate the discussion of the subject by the student groups, bring to light the concepts they have about the subject... (Complete abstract click electronic access below)
The most recent proposal for in Chemistry Teaching as one of the min assumption the need of active involvement of the students during the classes in an interactive teacher-student process, in which their conceptual horizons are considered. Thus we need strategies that give opportunities to our students to express the way they interpret the world, how they thinks about and understand the concepts and which are their difficulties in these processes. In order to make our classes moments of reflection-action, several teaching instruments were usedit (video problematized, experiments, supporting written material, use of didactic softwares, construction of conceptual maps) within defined contexts, so that the students could express their ideas (dynamic social-culturally determined interactions), allowing us to be aware of their initial conceptions about the subject under study. During the development of the activities, the focus on the it that learning of concepts is through a dialogue process mediated by the teacher and the instructional activities proposed was never lost. In this study, all activities experimental or not, were introduced from topics covered in videos of TV-ESCOLA (MEC), that were designated as problematization themes. The videos themes chosen wer Soil (Solo), Water (“Água”) and (insect-plant interactive - Chemistry of Natural Products) for 1 st, 2 nd and 3 rd High School terms, respectively. During the classes the concepts were established or re-elaborated from the results of the activities proposed in order to increase the depth of the knowledge about the theme and the concepts related subject by the students. . The results obtained suggest that the Pedagogical Mediation (teacher-student and studentstudent interactions) enrich the activities stimulate the discussion of the subject by the student groups, bring to light the concepts they have about the subject... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Quimica - Estudo e ensino, Processo dialógico, Mediação pedagógica, Chemistry
Como citar
MININEL, Francisco José. Do senso comum à elaboração do conhecimento químico: uso de dispositivos didáticos para mediação pedagógica na prática educativa. 2009. 248 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Química, 2009.