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A utilização de recursos não formais no desenvolvimento da abordagem CTS
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Abstract(s)
Através do desenvolvimento do presente estudo, pretendeu-se compreender de que forma a utilização de recursos não formais permite o desenvolvimento da abordagem CTS na aula de Ciências da Natureza, no âmbito do ensino/aprendizagem acerca da importância das plantas e do processo de reprodução das plantas com flor, e se a utilização destes recursos poderá aumentar o interesse dos alunos para o estudo deste tema.
Ao longo de quatro semanas de estágio foram implementadas tarefas que pretendiam utilizar as potencialidades de recursos associados a contextos de ensino não formal, de forma a desenvolver uma abordagem CTS em que se relacionassem os conteúdos em estudo com problemáticas da atualidade, nomeadamente a desflorestação, as alterações climáticas ou a diminuição da biodiversidade. Neste sentido, desenvolveram-se sete tarefas, centradas na exploração de recursos não formais, como por exemplo, notícias, vídeos de divulgação científica e museus virtuais.
Neste estudo participaram 20 alunos de uma turma de 6º ano, no âmbito do estágio no 2º Ciclo, necessário para a conclusão do Mestrado em Ensino do 1º e 2º Ciclo do Ensino Básico. Foi utilizada uma abordagem qualitativa com uma metodologia de investigação sobre a prática, tendo-se recolhido os dados através da observação participante, utilizando-se notas de campo e gravações de aulas, inquéritos por questionário, entrevistas e recolha documental.
A análise de dados sugere que os recursos não formais permitiram o desenvolvimento da abordagem CTS, tendo-se verificado vários momentos, durante o desenvolvimento das tarefas, em que os alunos foram capazes de relacionar as dimensões do trinómio Ciência-Tecnologia-Sociedade. A utilização dos recursos não formais aumentou o interesse dos alunos na exploração das tarefas propostas e, consequentemente, no estudo das plantas.
With this study I tried to understand how the use of non-formal educational resources can allow the development of the STS approach in a Natural Science class, particularly in the topic about the plants importance and the flowering plants reproduction process. I also tried to understand if the use of the non-formal educational resources could increase students' interest in the study of these particularly topics. Over a period of four weeks as a teacher’s trainee, I implemented tasks using resources associated with non-formal educational contexts in order to develop a STS approach where I brought to the classroom current problems, such as the deforestation in tropical areas, climate changes or biodiversity loss problems. Thus, seven tasks were developed exploring non-formal resources, such as news, scientific disclosure videos, and virtual museums. The nature of this study is part of the final evaluation process to obtain an elementary teacher’s master degree. To complete this study, I included the participation of twenty students from a 6th grade class. My study was supported by a qualitative approach and I used practice-based research as my methodology. As my data collection method I used participant’s observations, with field notes, class recordings, questionnaire surveys, interviews and document collection to support my observations. The data analysis suggests that non-formal resources allowed the development of the STS approach, where in different moments the students were able to relate the connections between Science-Technology-Society dimensions. The data analysis results also showed that the use of non-formal resources increased the students’ interest to explore the tasks and consequently their interest in the plants topics presented.
With this study I tried to understand how the use of non-formal educational resources can allow the development of the STS approach in a Natural Science class, particularly in the topic about the plants importance and the flowering plants reproduction process. I also tried to understand if the use of the non-formal educational resources could increase students' interest in the study of these particularly topics. Over a period of four weeks as a teacher’s trainee, I implemented tasks using resources associated with non-formal educational contexts in order to develop a STS approach where I brought to the classroom current problems, such as the deforestation in tropical areas, climate changes or biodiversity loss problems. Thus, seven tasks were developed exploring non-formal resources, such as news, scientific disclosure videos, and virtual museums. The nature of this study is part of the final evaluation process to obtain an elementary teacher’s master degree. To complete this study, I included the participation of twenty students from a 6th grade class. My study was supported by a qualitative approach and I used practice-based research as my methodology. As my data collection method I used participant’s observations, with field notes, class recordings, questionnaire surveys, interviews and document collection to support my observations. The data analysis suggests that non-formal resources allowed the development of the STS approach, where in different moments the students were able to relate the connections between Science-Technology-Society dimensions. The data analysis results also showed that the use of non-formal resources increased the students’ interest to explore the tasks and consequently their interest in the plants topics presented.
Description
Keywords
Abordagem CTS Recursos não formais Educação em ciências STS education Non-formal resources Science education Relatório de projeto de investigação Relatório de estágio