The Digital Information and Communication Technologies are instruments that can aid the process of teaching and learning of contents that are often abstract, such as the astronomical concepts that in many cases happen in a confusing way and are even excluded from the science syllabus, making the teaching of astronomy incoherent with the student reality. Thus, the present work had the objective of investigating, through a Systematic Review of Literature (RSL), which are the digital technologies that are being used for the teaching of astronomy in the school context and what are the main astronomical contents taught through these technologies. The RSL was the methodological approach adopted for this exploratory study, which had the search interval from 2000 to 2017, in the following databases: the Theses and Dissertations Bank of the Coordination of Improvement of Higher Level Personnel, the Digital Library Brazilian Journal of Theses and Dissertations, the annals of the National Symposium on Astronomy Education, the annals of the National Meeting of Research in Science Education, and the journals listed in the restricted index in the Teaching area of the Sucupira Platform. As results, of the 19.053 papers analyzed, only 33 addressed the thematic, being that the majority of them used the Softwares as a technological instrument to teach astronomical contents. In addition, the results showed that the content “Solar System” corresponds to the most taught through digital technologies in schools. Therefore, the results point that there are few researches that indicate the use of technological resources for the teaching of Astronomy.
Abstracte process of school inclusion for people with disabilities is a recent development, especially for the deaf individuals, so the study of how this inclusion process occurs and the teaching of Sciences/Biology for these individuals is still incipient. e objective of this work was to investigate how science/biology teaching takes place for deaf students in the city of Cornélio Procópio-PR and what di culties are encountered by the students, teachers, and sign language interpreters in the scenario of school inclusion. To reach this goal, we interviewed teachers and interpreters who work in elementary and middle schools of the public network that attend deaf students in Cornélio Procópio. e results of the interviews demonstrated that all those involved in this process face di culties, the interpreters indicate language as an obstacle to the interpretation of Sciences and Biology classes, since Brazilian Sign Language presents a de cit of lexicons in relation to the Portuguese Language. On the other hand, the main di culty for the teachers is the lack of preparation to work in classes which include deaf people, jeopardizing not only their interaction with the students, but also the teaching of Sciences and Biology. Key-words: Deafness; Teaching Sciences/Biology; Basic Education. Enseñanza de Ciencias y Biología para sordos: investigando el contexto de la práctica docente dentro de salones de clase de una ciudad del estado de Paraná -Brasil Resumen El proceso de inclusión escolar de las personas con discapacidad es reciente, sobre todo de aquellas con discapacidad auditiva, en consecuencia, los estudios sobre procesos de integración y enseñanza de Ciencias / Biología dirigidos a estas personas es aún incipiente. El objetivo de este estudio es investigar sobre la forma como se desarrolla la enseñanza de ciencias / biología en estudiantes sordos de la ciudad de Cornélio Procópio -PR (Brasil) y cuáles son las di cultades encontradas por los estudiantes, profesores e intérpretes de la lengua de señas dentro del panorama de la inclusión escolar. Para alcanzar este objetivo, se entrevistaron profesores e intérpretes que atienden estudiantes sordos en colegios de educación primaria y secundaria de la red pública de la ciudad de Cornélio Procópio. Los resultados de las entrevistas mostraron que todos los involucrados en este proceso enfrentan di cultades; los intérpretes por su parte, señalan que la lengua de señas brasileña es un obstáculo para la correcta interpretación de las clases de ciencias y biología, puesto que la misma carece de ciertos léxicos propios de la lengua portuguesa. Por otro lado, la principal di cultad afrontada por los profesores es la falta de instrucción para trabajar en clases de inclusión de personas sordas, lo que perjudica no solamente su interacción con los alumnos, sino también, la enseñanza de ciencias y biología.Palabras-clave: La sordera; enseñanza de ciencias / Biología; La educación primaria.Teaching Sciences and Biology for deaf individuals | 203
O Ensino de Ciências na escola é fundamental para uma formação cidadã cientificamente alfabetizada, no entanto, sob a perspectiva da educação inclusiva de surdos, algumas características do ensino precisam ser revistas, pois os alunos surdos constituem um grupo que se desenvolve cognitivamente de forma diferente dos demais alunos. Assim, por meio de uma revisão sistemática, este artigo os resultados de uma investigação sobre a temática “Surdez e Ensino de Ciências” na literatura científica. Os procedimentos metodológicos utilizados foram baseados em aspectos da Revisão Sistemática de Literatura. O período de busca de publicações compreendeu os anos entre 1998 e 2018, nos seguintes bancos de dados: periódicos listados no WebQualis da Plataforma Sucupira/CAPES e teses e dissertações listadas no Catálogo de Teses e Dissertações da CAPES. Os resultados da pesquisa mostraram que dos 12.797 trabalhos analisados, somente 79 tratavam da temática, evidenciando o pequeno número de pesquisas que abordam o Ensino de Ciências para Surdos, suscitando intenções de pesquisas futuras. Também foi possível estabelecer categorias temáticas de análise, oriundas do levantamento, que poderão servir como fonte de pesquisa e indicar campos temáticos para o desenvolvimento de novos estudos relacionados ao tema.
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