Consciência azul: a divulgação científica a partir da análise crítica do filme Rio
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Tipo
TCC
Data de publicação
2024-12
Periódico
Citações (Scopus)
Autores
Silva, Julia Diz
Orientador
Pechliye, Magda Medhat
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Resumo
Esta pesquisa abordou a eficácia da divulgação científica na promoção do
aprendizado contínuo para professores de Ciências e Biologia, incentivando decisões
informadas e a participação ativa na sociedade, já que tal forma de disseminação de
conhecimento científico facilita o acesso a conteúdos complexos, tornando-os mais
acessíveis e contribuindo para a democratização da informação. Além de esclarecer
conceitos acadêmicos de maneira didática, promove o senso crítico, combate a
desinformação e apoia uma cultura fundamentada em evidências. O presente projeto
então apresentou a hipótese de que a divulgação científica por meio de filmes, nesse
caso especificamente o filme Rio, pode ser uma ferramenta eficaz para promover uma
aprendizagem contextualizada e significativa com o objetivo principal de explorar a
divulgação presente na animação como uma ferramenta educacional, identificando
inadequações conceituais e propondo explicações cientificamente adequadas para
professores do ensino básico de Ciências e/ou Biologia. A pesquisa envolveu
primeiramente o estudo e a análise crítica dos equívocos científicos no filme, assim
como a coleta de conhecimentos prévios dos dez participantes selecionados de
acordo com os critérios de inclusão e exclusão definidos, a posterior apresentação
das cenas aos integrantes, em que tais incorreções estivessem presentes para que
estes pudessem realizar a análise, e, por fim, interpretação destes dados, feitos de
forma a identificar lacunas de conhecimento e concepções errôneas. O estudo dos
resultados foi feito por meio da combinação de técnicas qualitativas e quantitativas,
buscando identificar padrões, temas e significados relacionados aos equívocos
científicos encontrados no filme, revelando que, embora os professores tenham
identificado algumas das inadequações biológicas na animação, a precisão das
respostas variou entre as cenas analisadas. Apenas um participante conseguiu
identificar e explicar corretamente todas as inadequações apresentadas, sugerindo
que o uso de filmes para fins educacionais pode estimular o aprendizado, mas também
revela áreas em que mais orientação poderia ser necessária para promover uma
compreensão científica completa.
This research looked at the effectiveness of science communication in promoting continuous learning for science and biology teachers, encouraging informed decisions and active participation in society, since this form of disseminating scientific knowledge facilitates access to complex content, making it more accessible and contributing to the democratization of information. As well as clarifying academic concepts in a didactic way, it promotes critical thinking, combats misinformation and supports an evidence-based culture. This project therefore put forward the hypothesis that science communication through films, in this case specifically the film Rio, can be an effective tool for promoting contextualized and meaningful learning, with the main aim of exploring the communication present in animation as an educational tool, identifying conceptual inadequacies and proposing scientifically appropriate explanations for elementary school science and/or biology teachers. The research first involved the study and critical analysis of scientific misconceptions in the film, as well as the collection of prior knowledge from the ten participants selected according to the defined inclusion and exclusion criteria, the subsequent presentation of scenes to the members in which such inaccuracies were present so that they could carry out the analysis, and finally the interpretation of this data, done in such a way as to identify gaps in knowledge and misconceptions. The results were studied using a combination of qualitative and quantitative techniques, seeking to identify patterns, themes and meanings related to the scientific misconceptions found in the film, revealing that although the teachers identified some of the biological inadequacies in the animation, the accuracy of the answers varied between the scenes analyzed. Only one participant was able to correctly identify and explain all the inadequacies presented, suggesting that the use of films for educational purposes can stimulate learning, but also reveals areas where more guidance could be needed to promote a complete scientific understanding.
This research looked at the effectiveness of science communication in promoting continuous learning for science and biology teachers, encouraging informed decisions and active participation in society, since this form of disseminating scientific knowledge facilitates access to complex content, making it more accessible and contributing to the democratization of information. As well as clarifying academic concepts in a didactic way, it promotes critical thinking, combats misinformation and supports an evidence-based culture. This project therefore put forward the hypothesis that science communication through films, in this case specifically the film Rio, can be an effective tool for promoting contextualized and meaningful learning, with the main aim of exploring the communication present in animation as an educational tool, identifying conceptual inadequacies and proposing scientifically appropriate explanations for elementary school science and/or biology teachers. The research first involved the study and critical analysis of scientific misconceptions in the film, as well as the collection of prior knowledge from the ten participants selected according to the defined inclusion and exclusion criteria, the subsequent presentation of scenes to the members in which such inaccuracies were present so that they could carry out the analysis, and finally the interpretation of this data, done in such a way as to identify gaps in knowledge and misconceptions. The results were studied using a combination of qualitative and quantitative techniques, seeking to identify patterns, themes and meanings related to the scientific misconceptions found in the film, revealing that although the teachers identified some of the biological inadequacies in the animation, the accuracy of the answers varied between the scenes analyzed. Only one participant was able to correctly identify and explain all the inadequacies presented, suggesting that the use of films for educational purposes can stimulate learning, but also reveals areas where more guidance could be needed to promote a complete scientific understanding.
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Palavras-chave
Conhecimento Científico , Divulgação Científica , Filmes de cinema , Aprendizagem. , Scientific knowledge , Science communication , Cinema films , Learning