Desenvolvimento da atitude científica no 1º CEB através do Ensino Experimental das Ciências
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2010
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Vivemos numa sociedade em que todos os dias nos deparamos com problemas de ordem científica, tecnológica, social e ambiental. Cada vez mais os cidadãos necessitam de estar informados e serem detentores de uma educação em ciência de base que lhes possibilite tomadas de posição devidamente fundamentadas, individualmente ou em colectivo. Serem capazes de questionar e argumentar suportados em conhecimentos que lhes proporcionem segurança e credibilidade. Cabe à escola promover nos alunos o desenvolvimento da atitude científica que lhes permitirá, em adultos, mesmo não seguindo carreiras científicas, intervir assertivamente, na resolução de problemas do quotidiano. Para tal ser possível é fulcral o desenvolvimento de uma atitude científica em especial a de respeito pela evidência e, daí decorrente, a importância de a desenvolver na Educação Básica e portanto no 1º CEB. Seguindo uma metodologia qualitativa de estudo de caso, pautámo-nos pelas seguintes questões de investigação: a) O que é referido no Currículo Nacional do Ensino Básico (CNEB) na área de Estudo do Meio e consequentemente, Ciências Físico e Naturais relacionado com o desenvolvimento de atitude científica? b) A realização, em sala de aula, mesmo que esporádica, de experiências com controlo de variáveis, contribui para o desenvolvimento da atitude científica? Para fundamentação teórica fez-se análise de conhecimento produzido, disponível e suas implicações no ensino. Teve-se em conta a importância de uma educação científica de base para todos, do ensino das ciências nos primeiros anos de escolaridade, a situação actual dos estudantes face à educação em ciência assim como as ideias que os professores têm acerca da ciência e suas implicações no ensino. A atitude científica mereceu particular destaque. Analisou-se e reflectiu-se, sobre o Currículo Nacional do Ensino Básico, no sentido de se perceber qual a relevância ali dada à atitude científica. A procura de desenvolvimento da atitude científica em estudo, passou pela implementação em sala de aula, numa turma de 3ºano de escolaridade, de actividades de cariz experimental. Optou-se por incrementar actividades já testadas no âmbito do Programa de Formação em Ensino Experimental das Ciências (PFEEC). Tais actividades proporcionaram a realização de experiências com controlo de variáveis consideradas como as mais adequadas para o desenvolvimento da atitude científica de respeito pela evidência. Finalmente, procedeu-se a uma análise qualitativa dos dados recolhidos, mediante diferentes técnicas e instrumentos, concernentes ao desenvolvimento da atitude de respeito pela evidência. Os resultados evidenciam evolução da atitude científica de respeito pela evidência, nos alunos envolvidos, justificando afinal, um outro modo de trabalhar no EM/CFN no 1º CEB assim como a necessária formação de professores.
We live in a society in which we find everyday cientifical, technological, social and environmental problems. More and more citizens need to be informed and to be holders of an scientific education which give them the possibility to take rightly founded positions, individually or in group. They should be able to questioning and argue having as a pillar the knowledge which give them security and credibility. The school should promote the development of scientific attitude to the pupils which allow them, when grown-up, even they don’t follow scientific careers, an assertive intervention on daily problems resolution. To this can be possible it is very important the development of a scientific attitude, specially the respect for evidence and, consequently, the importance of develop it in Basic Education and therefore in elementary school. Following a qualitative methodology of case study, we ruled us by these investigation issues: a) What is refered in the Elementary School National Curriculum on the Environmental Study and, consequently, Physical and Natural Sciences related with the scientific attitude development? b) To practice some experimental activities in the classroom would be sufficient condition for developing a scientific attitude as the one of respect for evidence? C) Even sporadically, contributes the realization of experiences with controlled variables in the classroom to the development of scientific attitude? To the theorical basis was made an analysis of the produced available knowledge and its implications on teaching. It was borne in mind the importance of a base scientific education for all, the importance of science teaching on first years of scholarity, the actual situation of the pupils in view of the science education, as the ideas which teachers have about science and its implications on teaching. The scientific attitude deserved a special notability. It was made an analysis and a reflection about the Elementary School National Curriculum in order to understand what was the relevance given to scientific attitude. The demand for the scientific attitude development in question included the implementation of experimental activities in the classroom, in a 3rd grade class. It was chosen to enhance activities already tested under the in-service Teacher Training Program in Experimental Teaching of Science. Such activities provided the carry out of experiences with controlled variables considered the most suitable for the development of scientific attitude of respect for evidence. Finally, it was made a qualitative analysis of collected data by different techniques and tools, regarding the development of respect for evidence attitude. The results show the evolution of scientific attitude of respect for evidence, in pupils involved, justifying another way of working in ES/PNS( Environmental Study/Physical and natural science) in the elementary school and the necessary teachers training.
We live in a society in which we find everyday cientifical, technological, social and environmental problems. More and more citizens need to be informed and to be holders of an scientific education which give them the possibility to take rightly founded positions, individually or in group. They should be able to questioning and argue having as a pillar the knowledge which give them security and credibility. The school should promote the development of scientific attitude to the pupils which allow them, when grown-up, even they don’t follow scientific careers, an assertive intervention on daily problems resolution. To this can be possible it is very important the development of a scientific attitude, specially the respect for evidence and, consequently, the importance of develop it in Basic Education and therefore in elementary school. Following a qualitative methodology of case study, we ruled us by these investigation issues: a) What is refered in the Elementary School National Curriculum on the Environmental Study and, consequently, Physical and Natural Sciences related with the scientific attitude development? b) To practice some experimental activities in the classroom would be sufficient condition for developing a scientific attitude as the one of respect for evidence? C) Even sporadically, contributes the realization of experiences with controlled variables in the classroom to the development of scientific attitude? To the theorical basis was made an analysis of the produced available knowledge and its implications on teaching. It was borne in mind the importance of a base scientific education for all, the importance of science teaching on first years of scholarity, the actual situation of the pupils in view of the science education, as the ideas which teachers have about science and its implications on teaching. The scientific attitude deserved a special notability. It was made an analysis and a reflection about the Elementary School National Curriculum in order to understand what was the relevance given to scientific attitude. The demand for the scientific attitude development in question included the implementation of experimental activities in the classroom, in a 3rd grade class. It was chosen to enhance activities already tested under the in-service Teacher Training Program in Experimental Teaching of Science. Such activities provided the carry out of experiences with controlled variables considered the most suitable for the development of scientific attitude of respect for evidence. Finally, it was made a qualitative analysis of collected data by different techniques and tools, regarding the development of respect for evidence attitude. The results show the evolution of scientific attitude of respect for evidence, in pupils involved, justifying another way of working in ES/PNS( Environmental Study/Physical and natural science) in the elementary school and the necessary teachers training.
Descrição
Dissertação de Mestrado em Ciências da Educação
Palavras-chave
Ensino das ciências , Atitude científica , Trabalho experimental