ACTIO: Docência em Ciências

16

Authors: Rosiane de Morais, Neiva Maria Robaldo Guedes, Luciana Paes de Andrade, Silvio Favero

The objective of the study was to verify if the bird watching activity is feasible in the reserve of the Municipal Agricultural School Governador Arnaldo Estevão de Figueiredo in Campo Grande, Mato Grosso do Sul, and how it can be explored as a didactic strategy in Environmental Education activities. The methodological approach used was of a descriptive-exploratory character, framed in the qualitative paradigm. The activities involved the participation of 25 students enrolled in the 7th year of elementary school, in the year 2018. The observations were conducted by the trails present inside the school's Reversa (remnants of the Cerrado biome). The methodological path followed for the development of the activities was divided into five moments: first moment, presentation of the activity, second moment, bird watching, third moment, organization of the data produced, fourth moment, contextualization of the contents covered in the room and the last moment, the construction of a information board with some birds present in the reserve. During the three days of observation, 71 bird species were recorded. Bird watching is a didactic strategy that made it possible to study the environment from an integrative activity, which allowed the discussion and contextualization of different environmental content and themes, and the involvement of different curricular components. Bird watching contributes to the construction of knowledge and the development of the student's ability to act in the lived world. Bird watching is not only translated into scientific form, but also into a form of leisure and playful learning, strengthening the existing connection between the teacher and the student. There was an approximation of theoretical classes associated with practical / field classes, stimulating a reflective, investigative posture and autonomy for decision making, some of the values they developed as processes for citizen training.

19

Authors: Juliano Alessio da Silva, Marilia Bazan Blanco, Joao Coelho Neto

Educational electronic games can be used in many forms of teaching, both in a traditional context and with students with special needs, considering their potential to assist in the development of Numerical Cognition. The general purpose of this work is to present an educational gambling electronic game, called Educational Electronic Game in Mathematics - JEEDMA, to help the development of Numerical Cognition. The methodological guidance used was qualitative, to analyze the application of the game in children of the initial years, to analyze the development of Numerical Cognition. Through the analysis, it is possible to identify that JEEDMA contributed to the development of Numerical Cognition in individuals of early years since the time spent to complete the tasks and the number of errors decreased over the time of their application.

21

Authors: Welington Francisco, Erivanildo Lopes Silva, Edson José Wartha

There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning, reevaluations and redirections. Given this panorama, this paper aims to present a discussion about the metacognitive knowledge teachers may hold on the subject of research-based teaching, and what metacognitive experiences they may bring up in order to further develop (more) investigative activities in class. Assuming this thesis and relying on action research mechanisms, a training course for practicing teachers was held between August and December 2019, supported with the participation of six Chemistry teachers working in public and full-time schools in the state of Sergipe, Brazil. Based on the audio recording of the first phase of the course, our results point out that these teachers have adequate metacognitive knowledge on research-based teaching, and how to foster more autonomy for students to elaborate their own arguments, propose solutions, make decisions and solve different problems. The discussions conducted throughout the course allowed an expansion of this knowledge, by means of proposals grounded on various types of metacognitive experiences. Therefore, it is understood that taking a metacognitive approach for continuing education, as well as for initial training, leads to certain possibilities: firstly, the chance to properly identify the well-established metacognitive knowledge held by teacher; and then, to reflect on it, with a view to planning new metacognitive experiences that will be built upon this knowledge, expanding and improving it.

22

Authors: Ingrid Nunes Derossi, Fernanda Luiza de Faria

The relation between gender and science is part of the countless investigations that involving women and their place in society, sharing discussions with different areas and sexist themes such as the independence of the woman's body, feminicide, equal pay, patriarchy, among others. Therefore, the present study investigated how the issue "women in science" is being approached in published articles in some of the chemistry teaching journals. To this end, a state of the art research was held based on five journals from 2009 to 2019, namely: Química Nova na Escola; Química Nova; Revista Virtual de Química; Educación Química; e Debates em Ensino de Química. The papers that discussed that theme were read fully. The data were analyzed using Bardin's Content Analysis, emerging categories after the event and interpreted in the light of theoretical references on gender and science. Nine studies were found leading to the formation of the categories: Woman associated with a male figure; Biography and Professional Performance; Scientists who worked on feminist causes; Sexist issues in science. Most of the works were linked to the presentation of the biography and professional performance of women scientists, with few works that discuss gender issues in science. The scientists cited were: Marie Curie, Marie-Anne Lavoisier, Dorothy Crowfoot Hodgkin, Annie Bestain, Lise Meitner and Lucia Tosi, the first being the most cited. The work aimed the issue of women in science as a promising path for future research and exposed the need for discussion of female scientists that pervade the 21st century.

22

Authors: Elizabeth Cardoso Gerhardt Manfredo, Natália Monteiro do Rosário

This research aimed to investigate approaches to scientific literacy in the initial and continuing education of teachers and its manifestation in the practice of teachers in the early years of elementary school. The methodology consisted of a survey of works defended between 2014 and 2018 published in the catalog of theses and dissertations on Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and on Biblioteca Digital de Teses e Dissertações (BDTD). Thesis/dissertation were collected, selected, and organized in accordance with specific research criteria. Five monographs were included on the study and were analyzed with the technique of content analysis. The five selected monographs highlighted the importance of scientific literacy in the initial and continuing education of teachers of initial years from elementary school. In the defined period that this survey was carried out, it was found a reduced number of monographs covering the scientific literacy and its relationship with the teacher’s education and with the teacher’s performance on the initial years of elementary school. Therefore, there is a need of more studies focusing on the scientific literacy theme, so the scientific literacy may become a reality at classrooms, and consequently contribute to generate a solid foundation in the scientific education of students and teachers. In conclusion, there is a great need of reformulating the bachelor’s in education programs, through the elaboration of purposes that may potentially contribute to the scientific education of teachers, extensive to their continuing education and with related research, aiming to improve their performance at classrooms, which will directly result in the scientific literacy of their students.

22

Authors: Amélia Sato, Nicolle de Lima, Lucy Ono

The aim of this study was to modify the Yoshino´s alternative microscope (2017) structured by an acrylic support containing plan-convex lens attached to a smartphone device. This design allows the viewing of microorganisms such as yeasts and filamentous fungi while offering new practical activities at the same time. That way, Science and Biology teachers in Elementary and High School will be able to develop practical activities to study microorganisms within a school laboratory. The main alteration proposed was to remove some of the nuts from the original equipment in order to permit a higher proximity of the blades holder to the DVD reader lens, allowing the better focus adjustment to see the morphology of yeasts and filamentous fungi. The magnification degree achieved was determined with a calibration blade for optical microscopes, obtaining a 23x (times) magnification with no use of digital zoom from the smartphone camera and up to 175x for the final image (captured with camera digital zoom 4x amplified by the laptop screen with 72 dpi resolution image). The modified Yoshino´s microscope (2017) allowed seeing the micromorphology of the filamentous fungus Botrytis cinerea (strawberry’s gray mold), similar to that observed in a conventional optical microscope. It also enabled to see the morphology of the Saccharomyces cerevisiae yeasts in aqueous suspension of dry biological ferment. The performance of the modified microscope was also assessed to compare the sugar effect concentration in the medium on increasing the gas bubbles average diameter produced by S. cerevisiae, recording for 3 minutes the blades placed above the built equipment with smartphone camera. The conclusion was that the modified Yoshino´s microscope is a model of an alternative microscope that teachers in Basic Education could use to make practical investigative classes with microorganisms.

23

Authors: Bruna de Paula Rezende, Ana Carolina Araújo da Silva

This article aims to analyze the discursive possibilities of investigative experimental activities (IEA) present in Chemistry Textbooks (CTs) of High School, approved by the 2018 PNLD. For this, we investigated the level of openness of each experimental script and the types of initiation (questions) present in the activities. To achieve this goal, we used the qualitative research methodology and adopted the assumptions of content analysis (BARDIN, 2016). In this research, we work with an experimental activity for each CT, totaling six scripts. When analyzing the scripts, we found that three have a problem or problem situation as an investigative characteristic and three present a hypothesis survey. In the classification of the types of research (script) of IEA we obtain two types of research, namely: semi-structured and structured. Regarding the level of openness, the scripts were evaluated according to the categorization proposed by Priestley (1997 apud JIMÉNEZ VALVERDE; LLOBERA JIMÉNEZ; LLITJÓS VIZA, 2006), in which we obtain a script with level 7, one with level 6 and four with level 4. In the analysis of the types of questions present in the IEA, we identified the initiations of choice, product, process and meta-process, with only one activity addressing the four types of initiation proposed by Mehan (1979). The questions of choice and product were defined as less verbal interaction and low cognitive order. Meanwhile, those of the type process and metaprocess, as they require more complete explanations and reasoning from students, can be classified by questions that produce greater verbal interaction and high cognitive ability. We also identified that the scripts of the experimental activities have a greater degree of openness, enabling teachers to have more verbal interaction and requiring high cognitive ability from students. We believe that this work can help future and current Chemistry teachers to understand the types of IEA present in CTs, the way in which the books conduct and explore these activities and the way in which they plan and execute experimental practices in the classroom.

24

Authors: Ludmila Natacha Isidro Cavalcante, Mayara Lustosa de Oliveira Barbosa, Juliana Rocha de Faria Silva

The inclusion of artistic expressions in Science and Biology teaching, as well as in teacher education, is increasing. The theater appears as one of the methods extensively used nowadays. An increasing number of studies about the theme reveals the need to summarize the subject, allowing the analysis of possible gaps or trending topics. Thus, the goal of this project was to carry out a systematic review of the literature and to categorize articles from four databases, verifying how theater has been used in the areas of Science and Biology teaching in the last ten years. The Advanced Search tool was used on the databases employed as sources (Web of Science, Scopus, Scielo, and Google Scholar) and 126 articles that used the technique of content analysis were found. During the pre-analysis, using inclusion and exclusion criteria, 43 articles were left. In the exploration phase, the included articles in the sample were read and classified by semantic criteria. The 43 articles analyzed were written by 115 authors, with only two researchers appearing more than once in two articles published in cooperation. The year with the largest number of publications was 2018, with 10 articles. After the content analysis, the articles were grouped into four categories, according to how the theater was presented, namely: 1) teaching method, 2) scientific dissemination, 3) teacher training, or 4) literature review. The theater as a teaching method was the category with the highest number of articles, revealing a current trend of growth. It is noteworthy that the theater has proved promising in all categories, both to teach scientific concepts and to explore moral positions involved in ethical dilemmas, as well as to arouse public interest in science. The least explored category in the last ten years was the theater applied to the initial and continuing education of teachers, which reveals some gaps that can be filled with new research proposals. One of the advantages presented in the articles for the use of the theater in this area is that it can help future professors and practicing teachers to develop essential communication skills, which can contribute both in didactics and conflict management. The article presents contributions by directing teachers and researchers to already tested proposals and highlighting consolidated works, which can be adapted and applied in their specific contexts. Also, by pointing out existing gaps in the area, the manuscript offers possible ways to propose new lines of research.