ACTIO: Docência em Ciências

7

Authors: Leonir Lorenzetti, Maria Lucia Panossian

Editorial for the ninth issue of ACTIO: science teaching.

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Authors: Ana Carolina Ferreira Machado, Verônica Soares dos Santos, Ivanise Maria Rizzatti

This article is the result of a project developed with a kindergarten class of a public school of the Boa Vista Municipal Education Network / RR, in which pedagogical activities were evaluated and applied in order to work on the theme “Water”. The objective was to reflect on the importance of experimentation as a stimulus to the acquisition of knowledge in science teaching since early childhood education. In this study, the proposal developed sought to contribute to the formation of concepts about the water cycle in nature as a potentiating element of learning, in a practical and playful way. It was verified with the realization of the terrarium experiment that this kind of differentiated methodological approach, used for the fixation of scientific concepts in the Teaching of Sciences, can be developed since the kindergarten, so that the student grows stimulated to participate in experimental activities, as a way of contributing to their integral formation and raising awareness of scientific literacy.

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Authors: Lucimara Fabricio, Alisson Antonio Martins

This paper presents the results of a research conducted with teachers of the early years of elementary school in public schools in Curitiba, Paraná, Brazil, on the theme of scientific literacy, which, according to Shen (1975), enables a greater public understanding of science and a demystification of scientific knowledge so that people can use it in their daily lives. These assumptions are being addressed by the Elementary School Curriculum - 1st to 9th grade, Volume IV, referring to the Natural Sciences, of Curitiba City Hall, which is the document that guides the school plans for Natural Sciences teachers of the municipal public schools. However, beyond what is presented in the official document, it is necessary to know what the teachers who work in these schools think. Thus, this research, qualitative, descriptive and interpretive in nature, was guided by the following research problem: what are the teachers' perceptions about the teaching-learning process of Natural Sciences from the perspective of scientific literacy? As methodological paths, we used questionnaires (n = 45) and semi-structured interviews (n = 10), which aimed to investigate teachers' perceptions about the teaching-learning process of Natural Sciences for the early years of elementary school. The results of the research showed that the conception of science of the research participants tended towards the notion of practical scientific literacy, from the perspective of science teaching focused on basic understandings of the area, such as the use of scientific concepts in daily life and preservation of the environment; relating science learning to basic needs such as food, health and improving quality of life. The other propositions of the Municipal Curriculum, that is, those related to scientific literacy in its civic and cultural dimensions are less developed. Therefore, there is a predominance of the practical dimension, as an expression of a series of factors, such as, for instance, the generalist initial formation, the mode of organization of textbooks for these years of schooling, low adherence to continuing education, among other aspects. The data collected in this research point to a need for rethinking the objectives and practices developed in science teaching in the early years of elementary school, so that it is possible to develop a process of scientific literacy and, thus, fill the gaps that exist in understanding this approach. It is also emphasized the need for research and continuous process of teacher education as a way of theoretical and methodological approaches taking into account the school reality, its needs and the teaching professional experience.

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Authors: Marcelo Valério, Carlos Roberto Beleti Junior

Flipped classroom is an educational trend. It proposes previous out of class study by students; use of digital technologies by teachers and institutions, to produce and delivery content; and active and student-centered learning in class. In Brazil, a reduced number of literature reviews suggests the risk that such approach is being adopted and defended with lack of context-sensitive evidence. This article presents the bibliometric results of a literature review which selected 119 studies containing the expression “flipped classroom" in their titles, between 2008 and October 2018, only in Portuguese. They were located by Google Scholar tools and the CAPES Catalog, and characterized according to their source, typification, year, scope, area, educational level etc. This national scenario should contribute to provide guidance for professionals and institutions, as well as suggest new paths for research on this educational phenomenon in Brazil.

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Authors: Adriano Santos de Mesquita

Acting with social responsibility is one of the goals desired for students in the early years of elementary school. Encouraging, through the teaching of science and mathematics, conscious making decision aiming at the exercise of citizenship, allows children to act expressively in the various social contexts of which they are part. In this context, this qualitative study, with the perspective of autobiographical narrative, has the goal of to present and to analyze aspects related to responsible social action based on scientific and mathematical literacy practices developed with a fifth grade class in the city of Belém-PA, in Brazil. For the production of empirical material, I use an interdisciplinary activity, adopted by me to create a favorable environment for responsible social action practices in the perspective of scientific and mathematical literacy, as well as discussion about the proposed themes, students' written activities and my field journal entries. The results point out that, by providing scientific and mathematical literacy activities in the classroom, students tend to position themselves with social responsibility in different life contexts, which encourages them to make conscious decisions and to exercise citizenship effectively.

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Authors: Bruna Cristina Carvalho Gomes, Dulcimeire Aparecida Volante Zanon

The aim of this study was to analyze the implications of the planning and execution of a teaching proposal on Earth and the Universe, considering the Science, Technology and Society (STS) perspective, from the discussions promoted by a teacher. The research focus is justified since the literature shows few approaches on this topic in elementary schools and due to the formative gaps of science teachers. The environment from which the data was collected was a Brazilian municipal school in the interior of the Sao Paulo state, a teacher and her first year elementary school class, composed of twenty-nine children. The data collection instruments were: reflective diaries; recordings (audio and video); children's questionnaires and portfolios. To analyze the data, we used Discursive Textual Analysis (DTA), which allowed us to identify categories. We found that, during the activities, the children were motivated and curious to learn about the world, encouraged to write words and numbers and willing to do autonomous research on the subject. These evidences showed that teaching from a STS perspective contributed to both scientific and native language literacies. Among the implications of this work, we highlight the importance of the early years teacher’s actions who, when being creative, dynamic, motivated, with well-defined goals and objectives, seeks to overcome the current Science teaching to migrate to an investigative and attractive model for the children.

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Authors: Adana Teixeira Gonzaga, Ana Caroline Lima de Souza, Rafael Gonçalves Brito, Caroline Barroncas Oliveira, Mônica Oliveira Costa

In this article, we propose discuss about how the closing of non-formal spaces affect the Scientific Education, especially the Bosque da Ciência, starting of a letter wrote by teachers-researches that learning-searching about Science Teaching in Elementary School. To this discuss which is supported on Narrative Research, we choose the letter as means to us communicate with Society and to make all backlashes explicit and losses that the closing of this non-formal space represent to Science Teaching, to Research in Science, to Scientific Education on the Amazon and to every people that appreciate mutual benefit, because this writing move us to struggle in favor to popularization of Science Education. In this letter, we present a short reflection about Bosque da Ciência as an education space, starting of our memories which was revisited by associations and productions from academic moments. In this reflective movement, we observe that social interactions are considered relevant in the process of socialization and scientific divulgation that are to carry out on the formative environment giving highlight to humanization process, to contextualized teaching and to access of information situated on Scientific Education area. Our narratives give life and new senses to what could been just a simple physical space description which constituting itself in an environment where thinking is ground on the to be and to do of teacher who teaching-research Science.

19

Authors: Sabrina Gonçalves Marques, Cristiane Muenchen

The research presented here aimed to investigate theoretical and methodological elements that contribute to the construction of educational processes of educators working in the early years of elementary school. It is based on the understanding that science teaching in the early years faces some challenges and that the offer of permanent education, based on the references of the Freire-STS articulation, is an alternative to the overcome these. Thus, an investigation was made in the minutes of the last five editions of ENPEC and SNEF seeking to identify research that dealt with training processes developed with teachers of the early years of elementary school. Sixteen works were selected from the keywords "Science Technology Society" "Paulo Freire" and "Scientific Literacy", which were analyzed according to the Discursive Textual Analysis. The results indicate some possibilities for building formative processes, divided into theoretical and methodological elements and also some challenges that need to be faced by the formators. The results obtained can contribute to the construction of training processes that seek to overcome the challenges encountered in science education in the early years. However, a perspective of permanent formation is defended with a view to overcoming challenges that involve profound changes in the conceptions and pedagogical practice of educators.

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Authors: Maria Alina Oliveira Alencar de Araújo, Raquel Crosara Maia Leite

This work aimed to investigate the conceptions of Scientific Literacy in 5 official documents, seeking to reflect on the importance of this formation in the life of students as planetary citizens. Taking as a starting point the question: how is the term Scientific Literacy addressed in official education documents based on the pedagogical guidelines of the documents themselves?, a qualitative research was carried out based on the analysis of documents considered as guiding principles of the teacher training,. The analyzes carried out indicate ambiguities in the official texts in a current context of external and internal collections to the school, through large scale evaluations. In the same sense, sometimes the documents suggest the democratization of the teaching of the various disciplines in an interdisciplinary way, sometimes suggest the prioritization of Portuguese and Mathematics teaching for the first years of Elementary School. One of the documents about Natural Sciences in literacy at the right age shows itself as a good alternative work for continuing training in science education, conceptualizing scientific literacy and bringing suggestions for teaching practice. We suggest, therefore, a higher appreciation of Science Teaching through public policies that attend the courses of teacher training, since we defend that the sciences are precursors of a citizen, social, historical and human formation for the student.

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Authors: Tamiris de Almeida Silva, Silvana Paulina de Souza, Elton Casado Fireman

This text is part of a research developed in the Professional Master degree in Science and Mathematics Teaching. It starts from the idea of a Science Teaching that offers students the possibility of using their scientific knowledge on understanding and interacting with the world around them. The research consisted of the development of an Investigative Teaching Sequence (SEI), entitled “How does a rainbow form in the sky?”, With a 5th grade elementary school class from Arapiraca-AL. The objective was to analyze the contributions of reading texts of the legendary genre for the promotion of Scientific Literacy for a 5th grade elementary school, through the didactic approach of teaching by investigation. To guide the research, we started from the following problem: What are the contributions of reading the legendary textual genre in promoting the Scientific Literacy of students in a 5th grade elementary school through research teaching? Thus, the Qualitative Approach sought the methodological assumptions that consisted of an application research, using as a data collection instrument the application of the Didactic Sequence followed by open questions. The results show that reading texts in science education allowed the inclusion of students in scientific culture through learning concepts, expanding vocabulary, understanding the nature of science and training critical citizens who are aware of their rights and duties in society.

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Authors: Marcelo Souza Motta, Stephanie Johansen Longo Basso, Marco Aurélio Kalinke

The purpose of this article is presenting an overview of the dissertations, carried out in professional master's degree programs, which deal with mathematic's learning in early childhood education. The research is qualitative and uses as an inventive procedure the systematic mapping, in which the central concern is the characterization of the studies and not the analysis and quality inferences. The research scenario consisted of the works that were available in the Capes thesis dissertation catalog, in the time frame from 2013 to 2018. The initial search took place in July 2019, and after the adoption of the exclusion and inclusion criteria, 84 works were presented as the result of this research. Of those, after the parameterization process, with the establishment of 11 descriptors, there were 12 studies about the theme. After this process, we performed the floating reading of the texts and the file. In some cases the works were read in full. The research was categorized into three focus and six thematic subfocus. The results pointed to the relevance of the research, as they presented effective contributions to children's mathematical learning. Nevertheless, most of the work focuses on the realization of diversified methodologies and some texts do not clearly highlight the educational product, an essential criterion in professional stricto sensu programs. Finally, we emphasize that the methodology adopted is not rigid and can be adapted by other researchers, allowing the diversified obtaining of data.

22

Authors: Patricia Marega, Marcelo Leite da Veiga, Maria Rosa Chitolina

According to the National Cancer Institute (INCA, 2018), children are exposed to the sun three times more than adults annually. Research indicates that childhood is a particularly vulnerable phase to the sun's harmful effects. Cumulative and excessive exposure to it during the first 10 to 20 years of life greatly increases the risk of skin cancer in adulthood or old age. Therefore, this study evaluated assessed the contributions of the use of ludic-interactive pedagogical resources comprising the skin cancer issue for the promotion of Scientific Literacy of students from the 3rd to the 9th of Elementary School from two rural public schools. The research applied a qualitative multiple cases study methodology. A workshop was conducted, in which the students received a paradidactic booklet, a folder and a flyer approaching the skin cancer issue. The students interacted with the material and could take it home. The field notes, the questionnaires and a text written by the students about the discussed issue were used as the data collection instrument. The methodology employed for processing the data was based on descriptive statistics and content analysis. Results evidenced that the pedagogical resources allowed the organization, appropriation and apprehension of scientific concepts towards the causes, prevention and identification of skin cancer. It was also possible to highlight several indicators of scientific literacy, as well as the construction of sense and meaning, enabling the student to act and choose with autonomy, based on scientific knowledge. Thus, it is expected that students become critical agents and autonomous citizens, able to connect school learning and daily life, intervening in the environment in which they are inserted.

22

Authors: Thayse Geane Iglesias, Camila Silveira

This study aims to analyze how children interpret and integrate science knowledge. The research is of a qualitative nature of the microethnographic type. For the constitution of data, the participant observation was carried through, with the registration through the field notes, in a Municipal Center of Early Childhood Education located in Curitiba - Paraná, in a group of children from 2 to 3 years old. The treatment of the data was based on Content Analysis with the establishment of a priori categories based on the four structuring axes of Childhood Culture, which are: a) Interactivity; b) playfulness; c) Fantasy of the Real; and d) Interaction. The results indicate that in the category of Ludicity is where concentrates the largest number of units of meaning, followed by interaction, reiteration and fantasy of the Real. Children through play reproduce adult activities, such as the step-by-step of an experiment, and at the same time integrate their expectations, frustrations and interpretations. Interaction is fundamental for the development of science, as peers share their experiences and establish dialogues, transforming the conclusions already established about a given subject into new questions. Children transpose their doubts into the fantasy of the real, in search of answers, establish connections and elaborate theories that they consider satisfactory to their questions. Observing the child in his or her action allows the teacher to explore these conclusions, arouse curiosity and research to develop a scientific view of the real world.

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Authors: Juliana Batista Pereira dos Santos, Isabel Cristina Machado de Lara

This article aims to investigate the immediate effects of the articulation between the History of Mathematics and Ethnomathematics in the realization of a teaching proposal, focused on at 5th grade students. The proposal was made with eighteen students from a public school in the city of Porto Alegre, RS, and approached the teaching of multiplication. Data were obtained from a questionnaire with nine open-ended questions, applied to students after the proposal was made. In order to analyze the results, discursive genealogical analysis was used as method, using Michel Foucault's writings as analytical tools, in special on the concepts of power and knowledge, and Ludwig Wittgenstein, about language games and family similarities. It is evident that through the teaching proposal, the students: were motivated to learn other ways to produce the product; knew other ways to mathematize; reinforced their learning about the multiplication algorithm in their school language games. In addition, it is shown that the activities carried out throughout the teaching proposal allowed students to: know other forms of mathematization, through language games with their specific rules; review aspects related to the multiplication algorithm taught in schools; it also think about the advantages that other language games have over the School Math language game and conversely.

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Authors: Graziele Scalfi, Amanda Cristina Teagno Lopes Marques, Cynthia Iszlaji, Barbara Milan, Jessica Norberto Rocha, Martha Marandino

We understand Science Literacy as a citizens' right and a lifelong process that occurs in different educational spaces. We assume that the child, understood as an active actor, participant and producer of culture, can be considered an agent of science literacy, through the promotion of dialogue between children's cultures and scientific culture. The aim of this paper is, based on the theoretical-methodological framework of Science Literacy Indicators, to analyze the applicability of the tool for the study and evaluation of educational and science communication activities for children. The framework consists of four indicators (Scientific, Social Interface, Institutional and Interaction) and their attributes. In this sense, we present the indicators articulating with aspects of childhood and supported by results of empirical studies to exemplify and discuss their use for analysis of educational actions in non-formal education spaces. Finally, we discuss the role of this framework in the process of evaluation and planning of educational actions and science communication targeted at promoting children's scientific literacy.