Água, energia, sustentabilidade e educação sustentada
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2016-12-06
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A tese defendida neste documento é a seguinte: existe um Problema de Investigação (PI) que o presente estudo contribui para resolver e que consiste na necessidade de estudos e intervenções educativas em ambiente de aula que promovam relações entre água e energia no ensino.
O estudo assume três objetivos: especificar tópicos e relações a tratar; especificar recursos didáticos laboratoriais; explorar, descrever e interpretar práticas em ambiente de aula. Os primeiros dois objetivos foram atingidos numa fase preliminar. O terceiro foi-o com base nas intervenções no terreno, que foram realizadas em 2011-12 nas seguintes unidades curriculares dos 1º e 2º ciclo de estudos (licenciatura e mestrado) da formação inicial de professores: Física para a Educação (licenciatura); Química para a Educação (licenciatura); e Didática das Ciências da Natureza no 1º e no 2º Ciclos da Educação Básica (mestrado).
O estudo desenvolveu-se em torno de várias questões, entre as quais as duas questões de investigação (QI) que orientaram a abordagem do problema: QI1 - Que práticas em aula serão necessárias e adequadas?; QI2 - Será possível estabelecer relações, e de que tipos ou categorias, que sejam relevantes (tendo em vista o problemas e os objetivos)?
O estudo assume uma visão construtivista, que tem sólidas e documentadas bases teóricas e práticas e constitui atualmente o núcleo duro da investigação educacional em ciências. Da díade ensino-aprendizagem, o estudo foca o ensino.
O estudo tem características de estudo de caso. Realizei-o como professor-investigador, com intervenções em ambiente natural de aula.
As aulas foram audiogravadas. De entre os diversos instrumentos de recolha, sistematização e tratamento de dados, merece destaque a Narração Multimodal (NM), desenvolvida por membros da equipa de investigação com a qual realizei o estudo. Foram construídas e analisadas três NM, cada uma incidindo nas aulas sobre certos tópicos e com certos recursos. No tratamento qualitativo e quantitativo das NM e de dados e informações subsequentes foram também utilizados aplicativos informáticos comercializados. Os processos de tratamento e interpretação de dados e informações basearam-se na criação de unidades e categorias de análise. Foram realizados dois grandes tipos de análise: correlações entre categorias; e agrupamentos de unidades de análise. O segundo tipo foi desdobrado em dois tipos, cada um com uma focagem mais dirigida para uma das QI.
O PI foi resolvido, no seguinte sentido: o estudo constitui contributo para colmatar a necessidade expressa no PI, designadamente por ter sido realizado em ambiente natural de aula e estar apresentado e discutido com profundidade e detalhe; as intervenções evidenciaram que o tratamento da temática em aula é facilmente exequível; e o estudo apresenta contributos para as práticas letivas e também para outros estudos. A QI1 foi respondida pela intervenção no terreno e a sua preparação, assim como pela descrição das práticas de ensino, incluindo tópicos, recursos, documentos de apoio, métodos, tarefas e aspetos sobre mediação. A QI2 teve uma resposta positiva: foi possível estabelecer em aula relações entre água e energia em quantidade e qualidade suficientes para construir contributos relevantes para o PI e para a consecução dos Objetivos. Apresentam-se os tópicos tratados, as relações efetuadas e a categorização dessas relações; apresentam-se os métodos e meios utilizados para recolher dados e construir informações; e os resultados obtidos são discutidos.
São apresentados os aspetos específicos sobre resultados que se obtiveram nas intervenções no terreno, designadamente sobre tipos de relações entre água e energia e sobre aspetos específicos das práticas letivas vivenciadas.
Tais resultados específicos não pretendem constituir um corpo de regras; mas pretendem ser úteis. O detalhe e a profundidade, e mesmo a procura de regularidades, não buscam ditar o que deve ser feito e como deve ser feito por outrem noutro contexto; antes aspiram a ter potencialidades como referência, com base, simultaneamente, no rigor do que foi feito e é partilhado e na assunção do seu caráter particular, local, contextualizado.
As intervenções em aula foram transformadoras e úteis para os alunos e para o professor-investigador (relativamente a ambos os seus papéis).
Apresentam-se contributos que creio úteis e poderem servir de referência para investigadores e professores.
Apresentam-se sugestões para outros estudos.
The thesis defended in this paper is this: there is a Research Problem (RP) that this study contributes to solve and that consists on the need for studies and educational interventions in classroom environment to promote relations between water and energy in teaching. The study assumes three objectives: to specify topics and relationships to be treated; to specify laboratory teaching resources; to explore, describe and interpret practices in classroom environment. The first two goals were achieved at preliminary phase. The third was achieved taking as a basis field interventions made in 2011-12 in the following courses of the 1st study cycle and 2nd study cycle (master course) of initial teacher education: Physics Education (1st study cycle); Chemistry Education (1st study cycle); and Didactics of Natural Sciences on the 1st and 2nd Cycles of Basic Education (master course). The study was developed around several questions, including the two research questions (RQ) that guided the approach to the problem: RQ1 – Which classroom practices will be necessary and appropriate?; RQ2 – Will it be possible to establish relationships, and of what types or categories, that are relevant (in view of the problems and objectives)? The study assumes a constructivist view, which has solid and documented theoretical and practical bases, and currently constitutes the core of science education research. From the dyad teaching-learning, the study focuses on teaching. The study has characteristics of case study. I have made it as a teacher-researcher, with interventions in natural classroom environment. The classes were audio recorded. Among the various instruments for collecting, systematization and processing of data, the Multimodal Narrative (MN) deserves to be highlighted. It was developed by members of the research team with which I made the study. Three MN were constructed and analyzed, each focusing on the classes about specific topics and using specific resources. On the qualitative and quantitative treatment of MN and subsequent data and information, commercially available computer applications were also used. The processes of treatment and interpretation of data and information were based on the creation of units and categories of analysis. Two major types of analysis were performed: correlations between categories; and groupings of units of analysis. The second type was split into two kinds, each with a more directed focus on one of the RQ. The RP was resolved, in the following sense: this study constitutes a contribution to fill the need expressed in the RP, namely because it was made in natural environment classes and it is presented and discussed in depth and detail; the interventions showed that the treatment of the theme in classroom is easily achievable; and the study makes contributions to classroom practices and also to further studies. The RQ11 was answered by the intervention on the field and its preparation, as well as by the description of the classroom practices, including topics, resources, support documents, methods, tasks and aspects of mediation. The RQ2 had a positive answer: it was possible to establish in classroom relations between energy and water in sufficient quantity and quality to build relevant contributions to the RP and to achieve the Objectives. The covered topics, the relationships that were made and the construction of categories with these relationships are presented; the methods and means used to collect data and to build information are also presented; and the results obtained are discussed. The specific aspects about results that were obtained in the field interventions, particularly about types of relationships between water and energy and about specific aspects of the experienced classroom practices, are presented. These specific results are not intended to constitute a body of rules; but they intend to be useful. The detail and depth, and even the search for regularities, do not seek to dictate what should be done and how it should be done by someone else in another context; they rather aspire to have potentiality as a reference, based both on the rigour of what was done and is shared, and on the assumption of its particular, local, contextualized, nature. The interventions in classroom were transformative and useful for students and for the teacher-researcher (with regard to both his roles). Contributions that I believe to be useful and can serve as a reference for researchers and teachers are presented. Suggestions for other studies are presented.
The thesis defended in this paper is this: there is a Research Problem (RP) that this study contributes to solve and that consists on the need for studies and educational interventions in classroom environment to promote relations between water and energy in teaching. The study assumes three objectives: to specify topics and relationships to be treated; to specify laboratory teaching resources; to explore, describe and interpret practices in classroom environment. The first two goals were achieved at preliminary phase. The third was achieved taking as a basis field interventions made in 2011-12 in the following courses of the 1st study cycle and 2nd study cycle (master course) of initial teacher education: Physics Education (1st study cycle); Chemistry Education (1st study cycle); and Didactics of Natural Sciences on the 1st and 2nd Cycles of Basic Education (master course). The study was developed around several questions, including the two research questions (RQ) that guided the approach to the problem: RQ1 – Which classroom practices will be necessary and appropriate?; RQ2 – Will it be possible to establish relationships, and of what types or categories, that are relevant (in view of the problems and objectives)? The study assumes a constructivist view, which has solid and documented theoretical and practical bases, and currently constitutes the core of science education research. From the dyad teaching-learning, the study focuses on teaching. The study has characteristics of case study. I have made it as a teacher-researcher, with interventions in natural classroom environment. The classes were audio recorded. Among the various instruments for collecting, systematization and processing of data, the Multimodal Narrative (MN) deserves to be highlighted. It was developed by members of the research team with which I made the study. Three MN were constructed and analyzed, each focusing on the classes about specific topics and using specific resources. On the qualitative and quantitative treatment of MN and subsequent data and information, commercially available computer applications were also used. The processes of treatment and interpretation of data and information were based on the creation of units and categories of analysis. Two major types of analysis were performed: correlations between categories; and groupings of units of analysis. The second type was split into two kinds, each with a more directed focus on one of the RQ. The RP was resolved, in the following sense: this study constitutes a contribution to fill the need expressed in the RP, namely because it was made in natural environment classes and it is presented and discussed in depth and detail; the interventions showed that the treatment of the theme in classroom is easily achievable; and the study makes contributions to classroom practices and also to further studies. The RQ11 was answered by the intervention on the field and its preparation, as well as by the description of the classroom practices, including topics, resources, support documents, methods, tasks and aspects of mediation. The RQ2 had a positive answer: it was possible to establish in classroom relations between energy and water in sufficient quantity and quality to build relevant contributions to the RP and to achieve the Objectives. The covered topics, the relationships that were made and the construction of categories with these relationships are presented; the methods and means used to collect data and to build information are also presented; and the results obtained are discussed. The specific aspects about results that were obtained in the field interventions, particularly about types of relationships between water and energy and about specific aspects of the experienced classroom practices, are presented. These specific results are not intended to constitute a body of rules; but they intend to be useful. The detail and depth, and even the search for regularities, do not seek to dictate what should be done and how it should be done by someone else in another context; they rather aspire to have potentiality as a reference, based both on the rigour of what was done and is shared, and on the assumption of its particular, local, contextualized, nature. The interventions in classroom were transformative and useful for students and for the teacher-researcher (with regard to both his roles). Contributions that I believe to be useful and can serve as a reference for researchers and teachers are presented. Suggestions for other studies are presented.
Descrição
Tese de Doutoramento em Ciências Físicas,
Ramo Didática das Ciências Físicas
Palavras-chave
Água , Energia , Relações , Recursos didáticos , Ensino , Narração multimodal