O processo investigativo no ensino da astrobiologia
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TCC
Data de publicação
2023-12
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Autores
Gelbaum, Dana Baes
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Santos, Rosana Jordão dos
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A Base Nacional Comum Curricular propõe que o ensino de Ciências seja feito por meio de investigação e apresenta as aprendizagens essenciais em cada área. Porém, por causa da alta quantidade de temas e do pouco tempo, alguns não são tratados em sala de aula, como é o caso da Astrobiologia. Assim, o objetivo deste trabalho é analisar o processo de investigação realizado por alunos em aulas com essa temática, buscando entender quais fatores interferem na compreensão do problema proposto, nas etapas de resolução e em seu engajamento. Para isso, foi aplicada uma sequência investigativa nas aulas de Biologia do 1º ano do Ensino Médio de uma escola da rede privada de São Paulo. Participaram da amostra analisada 38 alunos. A sequência iniciou-se com uma atividade diagnóstica de conhecimentos prévios sobre vida extraterrestre; seguida de uma aula de sensibilização e discussão da problemática trazida pela Astrobiologia; depois, momentos para que os alunos pesquisassem informações sobre seus astros, elaborassem hipóteses de como seria a vida diante de tais condições, e propusessem experimentos que poderiam ser feitos para comprovar suas hipóteses. Ao término foi realizada a socialização das produções. Durante todas as etapas, os dados foram coletados por meio das entregas parciais, das observações da pesquisadora nas aulas, de formulários individuais respondidos pelos alunos, e pelo produto entregue ao final do processo. O engajamento dos alunos diante do tema da Astrobiologia foi bastante positivo, visto que é uma temática conhecida popularmente, fazendo com que os estudantes tivessem conhecimentos prévios variados e curiosidades a seu respeito. Também, o ensino investigativo gerou um alto engajamento, mesmo que muitos ainda considerem o ensino expositivo mais rápido e fácil por ter um professor lhes dizendo apenas as informações necessárias. Já sobre as etapas do fazer científico, os alunos, em sua maioria, foram capazes de buscar informações, elaborar hipóteses e propor experimentos coerentes, porém, com certa dificuldade no nível de detalhamento e das justificativas para suas escolhas. Com relação à compreensão do problema, majoritariamente, os alunos tiveram habilidades de raciocínio que lhes permitiu compreender com facilidade; porém, para alguns, foi necessário que cometessem erros para que, com a mediação da pesquisadora, compreendessem o problema posteriormente. Em síntese, conclui-se que tanto o tema da Astrobiologia, quanto o ensino investigativo, influenciaram positivamente o alto engajamento emocional observado com a sequência investigativa. Os estudantes foram capazes de fazer relações com seus repertórios e com as aulas de Biologia, ampliaram sua aprendizagem conceitual sobre o assunto, além de terem compreendido e realizado os processos que envolvem o fazer científico investigativo.
The Brazilian document called the Common National Curriculum proposes that the Science teaching should be carried out through investigation and presents essential learning in each area. However, due to the high quantity of topics and limited time, some are not addressed in the classroom, such as Astrobiology. Thus, the objective of this work is to analyze the investigative process carried out by students in classes with this theme, seeking to understand the factors that interfere with the understanding of the proposed problem, the resolution stages, and their engagement. To achieve this, an investigative sequence was applied in the Biology classes of the 1st year of High School at a private school in São Paulo. The analyzed sample included 38 students. The sequence began with a diagnostic activity on prior knowledge of extraterrestrial life, followed by a sensitization class and discussion of the issues brought by Astrobiology. Subsequently, students researched information about their celestial bodies, formulated hypotheses about life under such conditions, and proposed experiments that could be conducted to test their hypotheses. The process concluded with the sharing of their productions. Throughout all stages, data were collected through partial submissions, researcher observations in class, individual forms answered by students, and the final product delivered at the end of the process. Students' engagement with the topic of Astrobiology was very positive, as it is a theme popularly known, leading students to have varied prior knowledge and curiosity about it. Additionally, investigative teaching generated high engagement, even though many still consider expositional teaching quicker and easier because a teacher provides only the necessary information. Regarding the stages of scientific inquiry, the majority of students were able to gather information, formulate hypotheses, and propose coherent experiments, but with some difficulty in the level of detail and justifications for their choices. Concerning problem understanding, most students had reasoning skills that allowed them to easily comprehend; however, for some, it was necessary to make mistakes so that, with the researcher's mediation, they understood the problem later. In summary, it is concluded that both the theme of Astrobiology and investigative teaching positively influenced the high emotional engagement observed with the didactic sequence. Students were able to make connections with their repertoires and Biology classes, expanded their conceptual learning on the subject, and understood and carried out the processes involved in investigative scientific work.
The Brazilian document called the Common National Curriculum proposes that the Science teaching should be carried out through investigation and presents essential learning in each area. However, due to the high quantity of topics and limited time, some are not addressed in the classroom, such as Astrobiology. Thus, the objective of this work is to analyze the investigative process carried out by students in classes with this theme, seeking to understand the factors that interfere with the understanding of the proposed problem, the resolution stages, and their engagement. To achieve this, an investigative sequence was applied in the Biology classes of the 1st year of High School at a private school in São Paulo. The analyzed sample included 38 students. The sequence began with a diagnostic activity on prior knowledge of extraterrestrial life, followed by a sensitization class and discussion of the issues brought by Astrobiology. Subsequently, students researched information about their celestial bodies, formulated hypotheses about life under such conditions, and proposed experiments that could be conducted to test their hypotheses. The process concluded with the sharing of their productions. Throughout all stages, data were collected through partial submissions, researcher observations in class, individual forms answered by students, and the final product delivered at the end of the process. Students' engagement with the topic of Astrobiology was very positive, as it is a theme popularly known, leading students to have varied prior knowledge and curiosity about it. Additionally, investigative teaching generated high engagement, even though many still consider expositional teaching quicker and easier because a teacher provides only the necessary information. Regarding the stages of scientific inquiry, the majority of students were able to gather information, formulate hypotheses, and propose coherent experiments, but with some difficulty in the level of detail and justifications for their choices. Concerning problem understanding, most students had reasoning skills that allowed them to easily comprehend; however, for some, it was necessary to make mistakes so that, with the researcher's mediation, they understood the problem later. In summary, it is concluded that both the theme of Astrobiology and investigative teaching positively influenced the high emotional engagement observed with the didactic sequence. Students were able to make connections with their repertoires and Biology classes, expanded their conceptual learning on the subject, and understood and carried out the processes involved in investigative scientific work.
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ensino investigativo , astrobiologia , ensino de biologia , investigative teaching , astrobiology , biology education