Resumo: Neste artigo são apresentados os resultados obtidos a partir de uma sequência de atividades didáticas que envolveram o uso de estratégias de leitura e Textos de Divulgação Científica em aulas de Física da 2ª série do Ensino Médio. A sequência de atividades com Textos de Divulgação Científica teve o intuito de investigar os indícios de evolução dos alunos com relação à leitura e à argumentação. Constatou-se que o uso sistemático e recorrente dos Textos de Divulgação Científica nas aulas propiciou o desenvolvimento das habilidades relacionadas às expressões oral e escrita dos alunos. Ainda, percebeu-se que as tarefas propostas nas etapas de pré/durante/pós-leitura, para trabalhar os distintos textos, mostraram-se fundamentais para: promover a articulação entre o texto e o conteúdo de Física; envolver os alunos durante os processos de leitura e discussão do texto; avaliar o que os alunos sabiam antes e o que aprenderam depois de perpassar por cada etapa de leitura.Palavras-chave: Ensino de física. Ensino médio. Divulgação científica. Leitura. Argumentação.Abstract: This paper presents results from a sequence of educational activities that involve the use of reading strategies and popular science texts in physics classes of the 2nd year of High School. The activities sequence with popular science texts aiming to investigate the effect on the students' progress regarding to reading and argumentation. It was found that the systematic and repeated use of popular science texts in classes led to the development of skills related to oral and written expression of the students. It was also noticed that the proposed tasks of pre/during/post-reading stages were fundamental to promote the relationship between the text and the physics content. These tasks help to engage students during the process of reading and text discussion, as well as to evaluate what the students knew before and what they learned after the reading step.
With reference to the studies focused on the theories involving the theorical processes in the context of Science Education, the conceptions of Paulo Freire and Lev S. Vygotsky, individually, have contributed to the configuration of new analysis perspectives and theorization of the scientific knowledge produced and appropriated by the subjects. With this in mind, a qualitative research of the bibliographic kind of every National Meeting of Education and Science Research (Encontro Nacional de Pesquisa em Educação e Ciência – ENPEC) issue was performed, that is, the 20 years of publications in the annals of the event (1997-2017), in which was sought to identify and analyse productions that weave relations between the ideas of Freire and Vygotsky in the area of Science Education. After this analysis, a small number of productions with these relations was identified, the existing ones focused on dialogicity in which both authors support each other, as well as the importance of the social and discursive interactions for the teaching-learning process.
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