Loading...
Publication
Resolução de problemas de física no 10º ano de escolaridade e a literacia científica dos alunos
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 15.14 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O objectivo do estudo foi contribuir para a melhoria do ensino da Física, através
da observação e análise desse ensino e da preparação, implementação e avaliação, dos efeitos de duas estratégias diferentes de Resolução de Problemas (RP) na aquisição, por parte dos alunos, de níveis superiores de literacia cientifica.
Após a validação do modelo teórico de análise, construíram-se e foram validados os três Instrumentos de Observação utilizados na investigação: Questionário acerca das Percepções dos Alunos, Grelha de Observação de Aulas de RP em Física e Questionário de Conhecimentos relativos a Literacia Cientifica. Foi elaborada, em
cooperação com a professora que a iria implementar, a unidade de ensino Energia e
Trabalho de uma Força, bem como foram preparados todos os materiais didácticos
necessários.
Estiveram envolvidos no estudo experimental, uma professora, 44 alunos (21 no
grupo de controlo e 23 no grupo experimental) e três observadores. O ensino efectuou-se ao longo de sete semanas. O estudo incluiu uma análise descritiva das percepções
dos alunos sobre a resolução de problemas nas aulas de Física em termos de literacia
científica. Foi também efectuada uma análise comparativa dessas percepções nos dois
grupos. O estudo incluiu também uma análise dos conhecimentos e competências nas
várias dimensões de literacia cientifica e uma comparação das mesmas nos dois grupos.
Foi, somente, do tipo Pós-teste uma vez que os dois grupos eram equivalentes à
partida. A verificação da implementação das duas estratégias de RP foi feita com base
nas observações de aulas.
O estudo revelou diferenças estatisticamente significativas nos resultados da
aplicação das duas diferentes estratégias de RP em termos de melhoria dos níveis de
literacia cientifica conseguidos e das percepções dos alunos relativas à consecução de
componentes de literacia cientifica.
Os instrumentos construídos, bem como os resultados obtidos na investigação
pretendem constituir um contributo válido na exploração de novas estratégias de ensino
das Ciências através da RP capazes de promover nos alunos a aquisição de
conhecimentos e desenvolvimento de competências e atitudes úteis ao exercício pleno
da cidadania numa sociedade científico-tecnológica cada vez mais exigente.
The objective of this study is to contribute to improve Physics teaching, through a process of observation and analysis and through the preparation, practice, and evaluation of the effects of two different strategies of Problem Solving (PS) on the acquisition of high levels of scientific literacy by the students. The theoretical model of analysing was verified and confirmed valid and the same procedure was applied to the three Observing Instruments: Questionaiy about the students perceptions, Observing Physics PS Classes and another questionary to test the students scientific literacy knowledge. The unit “Energy and Force Work” as well as the teaching tools were prepared in cooperation with the teacher in charge of the two classes. In the experimental study were involved: one teacher, 44 students (21 in the control group and 23 on the experimental group), and three observers. The teaching took seven weeks. The study included a descriptive analysis of the students perceptions on problem Solving in the classroom in terms of scientific literacy and a comparison of the students perceptions about PS activities in both groups as well as their different levels of scientific literacy achievements. As they were equivalent groups all the tests took place after the teaching process. The lessons were observed to verify how the two different PS strategies were being applied. In terms of scientific literacy improvement levels, and perceptions, the study has proved significant differences statistically between the two groups. The instruments built, as well as the investigation results are intended to be a valid contribute to the application of new science teaching strategies based on PS, aimed at improving the students knowledge, and their scientific skills and attitudes in order to fully exercise citizenship in a scientific and technological society increasingly more demanding.
The objective of this study is to contribute to improve Physics teaching, through a process of observation and analysis and through the preparation, practice, and evaluation of the effects of two different strategies of Problem Solving (PS) on the acquisition of high levels of scientific literacy by the students. The theoretical model of analysing was verified and confirmed valid and the same procedure was applied to the three Observing Instruments: Questionaiy about the students perceptions, Observing Physics PS Classes and another questionary to test the students scientific literacy knowledge. The unit “Energy and Force Work” as well as the teaching tools were prepared in cooperation with the teacher in charge of the two classes. In the experimental study were involved: one teacher, 44 students (21 in the control group and 23 on the experimental group), and three observers. The teaching took seven weeks. The study included a descriptive analysis of the students perceptions on problem Solving in the classroom in terms of scientific literacy and a comparison of the students perceptions about PS activities in both groups as well as their different levels of scientific literacy achievements. As they were equivalent groups all the tests took place after the teaching process. The lessons were observed to verify how the two different PS strategies were being applied. In terms of scientific literacy improvement levels, and perceptions, the study has proved significant differences statistically between the two groups. The instruments built, as well as the investigation results are intended to be a valid contribute to the application of new science teaching strategies based on PS, aimed at improving the students knowledge, and their scientific skills and attitudes in order to fully exercise citizenship in a scientific and technological society increasingly more demanding.
Description
Keywords
Literacia cientifica Percepções Resolução de problemas Observação e análise Relação educativa Ensino e aprendizagem de física