Educação Ambiental em contextos não escolares: definindo, problematizando e exemplificando

Higuchi, Maria Inês Gasparetto; Zattoni, Michelle; Bueno, Fernando Protti

doi:10.18675/2177-580x.vol7.n2.p119-132

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Several studies indicate the power of transformation that education promotes in all human activities (Apple, 2003;Mayo, 2004). In the environmental area, the care that individuals accessing relevant education levels have attitudes conscious with proper sanitation is notorious (Alencar, 2005;SANEPAR, 2010;Eigenheer, 2013), environmental protection (Forlin& Farias, 2002Loureiro, 2004;Viégas & Guimarães, 2004;Tozoni-Reis, 2006;Higuchi et al, 2012), agroecological farming and other environmentally sustainable food production (Layrargues, 2004;Crivellaro et al, 2008;Sá-Oliveira, 2015).…”

Section: Resultsmentioning

confidence: 99%

Education as Controlling Factor of Invasive Species (<i>Achatina fulica</i>) in an Amazonian City, Brazil

Sá-Oliveira¹,

Araújo²,

Filho³

et al. 2016

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This study deals with the influence of education on population dynamics of African snail, Achatina fulica, in Santana, Amapá, Brazil. Mollusc samples were taken with the installation of two quadrants of 2.00 × 2.00 meters, where there was the presence of animals in five installments (urban land) in each neighborhood. Individuals were collected by manual capture with an effort of 2 hours per plot/sampler and then weighed and measured. Questionnaires were administered to residents of each neighborhood order to know their perception towards the African snail. The results indicated a significant population growth, with 419 molluscs identified as A. fulica in the three neighborhoods of the city of Santana. Growth was higher in the center and Paradise neighborhoods, being observed in these two districts the care of cleaning the property was poor, enabling the installation of molluscs. The information reported by residents interviewed indicated that the level of education of the same, as well as its hygienic practices was related to the occurrence and abundance of the species under study. In the Amazon Village neighborhood, the abundance and occurrence were smaller and not different in past study. It became apparent that residents with higher education levels were those which kept hygienic with their property, which directly influenced the non-installation of alien species, contributing indirectly with the environment.

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Section: Resultsmentioning

confidence: 99%

Education as Controlling Factor of Invasive Species (<i>Achatina fulica</i>) in an Amazonian City, Brazil

Sá-Oliveira¹,

Araújo²,

Filho³

et al. 2016

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“…The results show that, on average, the students' scores increased after the activities, denoting a cognitive gain at the end of the course on Science Education, using the scientific method in non-formal environments, which highlights the importance of conducting such courses for teacher training. Non-formal environments allow internalization of content acquired from formal education, it can engage, interact and enable new experiences linking scientific knowledge with everyday (HIGUCHI; ZATTONI; BUENO, 2012). This methodology of teaching in non-formal environments, using the scientific method has been tested with elementary students.…”

Section: Resultsmentioning

confidence: 99%

Initial training of teachers in science education activity: Exploring non-formal environments.

Araújo¹,

Simião-Ferreira

Faquim

et al. 2014

PEA

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Abstract:Conceptions of Science influence educational practices and interpretations about the construction of scientific knowledge. Therefore, this study aimed to use scientific practice to test the efficiency of non-formal educational environments in training candidates for teacher certification in Biological Sciences. Training of candidates was performed in four meetings held on the State University of Goiás in Anápolis, which features an interpretative trail for environmental education. To test the hypothesis that the training was effective, a paired t-test was performed on the grades obtained in the questionnaires before and at the end of the activities (pretest and post-test). The test showed that the course was effective and led to an increase in students' knowledge of the content covered (t test: t = 2.95, df = 16, p = 0.01), showing that on average, the scores of students increased in the post-test. This denotes a cognitive gain at the end of the course.Keywords: Science education. Interpretative trails. Pre-and post-tests. FORMACIÓN INICIAL DE PROFESORES EN ACTIVIDAD DE EDUCACIÓN CIENTÍFICA: EXPLOTANDO AMBIENTES NO FORMALES DE EDUCACIÓNResumen: Concepciones sobre Ciencia influyen las prácticas educacionales y las interpretaciones sobre la construcción del conocimiento científico. De este modo, este trabajo tuvo como objetivo utilizar la práctica científica para testar la eficiencia de ambientes no formales de educación en la formación de académicos de licenciatura en Ciencias Biológicas. Para esto, se realizó una capacitación de académicos en cuatro encuentros realizados en el campus de la Universidade Estadual de Goiás, en Anápolis, que tiene un sendero interpretativo de educación ambiental. Para testar la hipótesis de que la capacitación fue eficiente, se realizó un test pareado entre las notas obtenidas en los cuestionarios aplicados antes y al final de las actividades (pre y pos-test). El test mostró que el curso fue eficiente y permitió el aumento en el conocimiento de los alumnos sobre los contenidos abordados (Test t: t= 2,95; g.l.= 16; p= 0,01), mostrando que, en promedio, las calificaciones de los alumnos aumentaron en el pos-test. Esto denota una ganancia cognitiva al final del curso.Palabras clave: Enseñanza de ciencias. Senderos interpretativos. Pre y pos-tests.

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“…O GDP Educação Ambiental em Contextos não escolares foi criado no VI EPEA, ocorrido em Ribeirão Preto (SP) em 2011, quando um grupo de pesquisadores/as iniciou a discussão sobre a EA em diferentes contextos (HIGUCHI; ZATTONI; BUENO, 2012). Naquele momento, as reflexões produzidas no grupo resultaram no entendimento do termo contexto como "um espaço de acontecimento social que não se limita por barreiras físicas, mas por territorialidades fluidas e intencionalidades próprias que transcendem aspectos de lugar.…”

Section: O Grupo De Discussão E Pesquisa (Gdp) Em Diferentes Abordageunclassified

“…Naquele momento, as reflexões produzidas no grupo resultaram no entendimento do termo contexto como "um espaço de acontecimento social que não se limita por barreiras físicas, mas por territorialidades fluidas e intencionalidades próprias que transcendem aspectos de lugar. Existe, no entanto, uma dimensão temporal estabelecida como marcação de acontecimentos" (HIGUCHI, ZATTONI;BUENO, 2012, p.120).…”

Section: O Grupo De Discussão E Pesquisa (Gdp) Em Diferentes Abordageunclassified

Pesquisa em educação ambiental em contextos não escolares: pertinência do recorte e interfaces entre os grupos de discussão dos Encontros de Pesquisa em Educação Ambiental (EPEA's)

Saisse¹,

Oliveira²,

Dornfeld³

et al. 2016

PEA

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ResumoO Grupo de Discussão e Pesquisa (GDP) em diferentes abordagens e contextos é uma modalidade instituída, a partir de 2009, nas edições bianuais dos Encontros de Pesquisa em Educação Ambiental (EPEAs), com o objetivo de criar um espaço para o diálogo sobre os acúmulos e desafios da pesquisa em educação ambiental (EA) num determinado recorte. Neste texto estão apresentadas as reflexões em torno da realização do GDP Educação Ambiental em Contextos não escolares, durante o VIII EPEA (2015). As variações ao longo do tempo, em termos de participação, as interfaces e sobreposições com outros GDPs e alguns conceitos e práticas relacionados ao contexto não escolar são apreciados pelas autoras, considerando suas experiências nesse campo.Palavras-chave: Educação ambiental. Pesquisa. Contexto não escolar. RESEARCH IN ENVIRONMENTAL EDUCATION IN NON-SCHOOL CONTEXTS: RELEVANCE OF CLIPPING AND INTERFACES BETWEEN THE DISCUSSION GROUPS OF THE RESEARCH MEETINGS ON ENVIRONMENTAL EDUCATION AbstractThe Discussion Group on EE Research Group (DGR) in different approaches and contexts is a modality established from 2009 in the bi-annual editions of the Research Meetings on Environmental Education with the aim of creating a space for dialogue on the accumulation and challenges of research in environmental education (EE) in a given situation. In this text will be presented our reflections on DGR "Environmental Education in non-school Contexts " during the venue of the VIII EPEA (2015). Changes over time in terms of participation, interfaces and overlaps with others DGR and some concepts and practices related to nonschool context are appreciated by the authors, considering their experience in this field.

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Educação Ambiental em contextos não escolares: definindo, problematizando e exemplificando

Cited by 3 publications

References 2 publications

Education as Controlling Factor of Invasive Species (<i>Achatina fulica</i>) in an Amazonian City, Brazil

Education as Controlling Factor of Invasive Species (<i>Achatina fulica</i>) in an Amazonian City, Brazil

Initial training of teachers in science education activity: Exploring non-formal environments.

Pesquisa em educação ambiental em contextos não escolares: pertinência do recorte e interfaces entre os grupos de discussão dos Encontros de Pesquisa em Educação Ambiental (EPEA's)

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Educação Ambiental em contextos não escolares: definindo, problematizando e exemplificando

Cited by 3 publications

References 2 publications

Education as Controlling Factor of Invasive Species (&lt;i&gt;Achatina fulica&lt;/i&gt;) in an Amazonian City, Brazil

Education as Controlling Factor of Invasive Species (&lt;i&gt;Achatina fulica&lt;/i&gt;) in an Amazonian City, Brazil

Initial training of teachers in science education activity: Exploring non-formal environments.

Pesquisa em educação ambiental em contextos não escolares: pertinência do recorte e interfaces entre os grupos de discussão dos Encontros de Pesquisa em Educação Ambiental (EPEA's)

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Education as Controlling Factor of Invasive Species (<i>Achatina fulica</i>) in an Amazonian City, Brazil

Education as Controlling Factor of Invasive Species (<i>Achatina fulica</i>) in an Amazonian City, Brazil