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Desconstruir conceções alternativas sobre a fotossíntese e a respiração celular nas plantas através de atividades práticas no 6.º ano
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O presente Relatório de Projeto de investigação, desenvolvido no âmbito do mestrado em Ensino do 1.º Ciclo do Ensino Básico e Matemática e Ciências Naturais no 2.º Ciclo, teve como objetivo compreender de que forma a implementação de atividades práticas em Ciências Naturais pode contribuir para a desconstrução de conceções alternativas sobre a fotossíntese e a respiração celular das plantas entre alunos do 6.º ano de escolaridade. O estudo partiu do pressuposto de que os alunos chegam à escola com ideias prévias, muitas vezes cientificamente incorretas (conceções alternativas), que influenciam a forma como adquirem novos conhecimentos, sendo por isso essencial diagnosticá-las e trabalhá-las. Foram definidas três questões de investigação: “Quais as conceções alternativas dos alunos sobre o tema da fotossíntese e da respiração celular nas plantas?”; “Que dificuldades apresentam os alunos em relação à concretização das atividades práticas?”; e “Que conceções alternativas permanecem após a realização das atividades?”. Para tal, foi realizada uma intervenção pedagógica que incluiu três atividades práticas em contexto de sala de aula, sendo estas: Atividade Experimental: Fotossíntese em folhas de sardinheira; Atividade Experimental: Explorando a fotossíntese com discos de folhas; Pesquisa e seleção de informações sobre a respiração das plantas. O estudo enquadrou-se numa abordagem qualitativa. Os instrumentos de recolha de dados incluíram questionários inicial e final, registos de observação, trabalhos dos alunos e documentação fotográfica. Antes da intervenção, foram identificadas várias conceções alternativas amplamente referidas na literatura. Ao longo das atividades práticas, os alunos tiveram oportunidade de confrontar essas ideias com resultados empíricos, observar fenómenos, discutir hipóteses, justificar respostas e relacionar a teoria com a prática. Os resultados obtidos revelaram que as atividades práticas revelaram um forte potencial na desconstrução de conceções alternativas sobre a temática da fotossíntese e respiração celular nas plantas, desde que orientadas intencionalmente e articuladas com o diagnóstico prévio dos conhecimentos dos alunos.
The present Project Report, developed within the scope of a master’s degree in Teaching Primary Education and Mathematics and Natural Sciences for the 2nd cycle of basic education, had the purpose to understand how the implementation of practical activities in Natural Sciences can contribute to the deconstruction of alternative conceptions about photosynthesis and cellular respiration in plants among 6th-grade students. The study was based on the assumption that students arrive at school with prior ideas, often scientifically incorrect (alternative conceptions), that influence how they acquire new knowledge, making it essential to diagnose and address them. Three research questions were defined: “What are the students' alternative conceptions about the topic of photosynthesis and cellular respiration in plants?”; “What difficulties do students present in relation to carrying out the practical activities?”; and “What alternative conceptions remain after carrying out the activities?”. To this end, a pedagogical intervention was carried out that included three practical activities in a classroom context, namely: Experimental Activity: Photosynthesis in geranium leaves; Experimental Activity: Exploring photosynthesis with leaf discs; Research and selection of information on plant respiration. The study employed a qualitative approach, and data collection instruments included initial and final questionnaires, observation records, student work, and photographic documentation. Before the intervention, several alternative conceptions widely cited in the literature were identified. Throughout the practical activities, students had the opportunity to confront these ideas with empirical results, observe phenomena, discuss hypotheses, justify answers, and relate theory to practice. The results revealed that practical activities showed strong potential in deconstructing alternative conceptions about the topic of photosynthesis and cellular respiration in plants, provided they were intentionally guided and articulated with a prior diagnosis of the students' knowledge.
The present Project Report, developed within the scope of a master’s degree in Teaching Primary Education and Mathematics and Natural Sciences for the 2nd cycle of basic education, had the purpose to understand how the implementation of practical activities in Natural Sciences can contribute to the deconstruction of alternative conceptions about photosynthesis and cellular respiration in plants among 6th-grade students. The study was based on the assumption that students arrive at school with prior ideas, often scientifically incorrect (alternative conceptions), that influence how they acquire new knowledge, making it essential to diagnose and address them. Three research questions were defined: “What are the students' alternative conceptions about the topic of photosynthesis and cellular respiration in plants?”; “What difficulties do students present in relation to carrying out the practical activities?”; and “What alternative conceptions remain after carrying out the activities?”. To this end, a pedagogical intervention was carried out that included three practical activities in a classroom context, namely: Experimental Activity: Photosynthesis in geranium leaves; Experimental Activity: Exploring photosynthesis with leaf discs; Research and selection of information on plant respiration. The study employed a qualitative approach, and data collection instruments included initial and final questionnaires, observation records, student work, and photographic documentation. Before the intervention, several alternative conceptions widely cited in the literature were identified. Throughout the practical activities, students had the opportunity to confront these ideas with empirical results, observe phenomena, discuss hypotheses, justify answers, and relate theory to practice. The results revealed that practical activities showed strong potential in deconstructing alternative conceptions about the topic of photosynthesis and cellular respiration in plants, provided they were intentionally guided and articulated with a prior diagnosis of the students' knowledge.
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Ciências Naturais Fotossíntese Respiração Celular nas Plantas Conceções Alternativas Atividades Práticas Natural Sciences Photosynthesis Cellular Respiration Alternative Conceptions Practical Activities