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Advisor(s)
Abstract(s)
O ensino da Ciência nas escolas desempenha um papel crucial na formação dos alunos,
permitindo o desenvolvimento de competências fundamentais, tais como pensamento
crítico e raciocínio lógico, estimula a curiosidade e a criatividade, promove a
compreensão do mundo natural e prepara os alunos para enfrentar os desafios do futuro,
uma vez que vivemos numa sociedade cada vez mais baseada na ciência e na tecnologia.
No presente estudo investigativo, foram utilizadas metodologias ativas, nomeadamente,
uma atividade laboratorial prática e a realização de uma palestra, no âmbito de
abordagem Ciência-Tecnologia-Sociedade-Ambiente em ensino não formal, numa turma
do 10º ano de escolaridade, na temática da Nanotecnologia. A atividade prática em
ensino não formal, realizada num laboratório de investigação, da Universidade da Beira
Interior, além de permitir o envolvimento dos alunos no processo ensino-aprendizagem,
tem o objetivo principal de incrementar a motivação dos alunos para a aprendizagem de
Física e Química A. A análise das respostas aos questionários de escala de atitudes,
permitiu verificar que os alunos estão interessados em participar em atividades de ensino
não formal e que o envolvimento neste tipo de atividades, promove uma melhoria da
motivação dos alunos para a aprendizagem de Física e Química. A narração de uma
história e o uso de plataformas de tecnologia de informação e comunicação,
nomeadamente vídeos e simulações, em ensino formal, na temática Tipos Fundamentais
de Energia, na mesma turma, foram aplicados no presente trabalho investigativo, tendo
a finalidade de promover a aquisição de conhecimentos científicos e a correção de
preconceções na temática de Energia. Para essa avaliação foram aplicados questionários
conceptuais, na turma de intervenção e numa turma de comparação. A análise dos
questionários aplicados nas turmas permitiu verificar, que em termos gerais, a estratégia
adotada na turma de intervenção permitiu uma maior eficiência.
The teaching of science in schools plays a crucial role in the formation of students, allowing the development of fundamental skills, such as critical and logical thinking, stimulates curiosity and creativity, promotes an understanding of the natural World and prepares students to the challenges of the future, since the society increasingly based on science and technology. In the present investigative study, active methodologies were used, namely, a practical laboratory activity, in the area of Nanotechnology, in a research laboratory at the University of Beira Interior and a lecture made by a Chemistry researcher, also in the same area, within the scope of the Science-Technology-SocietyEnvironment approach in non-formal education. The practical activity in non-formal education, allowing the involvement of students in the teaching-learning process, with the main objective to increase student´s motivation to learn Physics and Chemistry and promote positive attitude towards science. The analysis of the responses to the attitudes scale procedures, allowing to verify that the students are interested in participating in non-formal education activities and the involvement in this type of activities, promotes an improvement of the students' motivation for the learning Physics and Chemistry. Storytelling and the use of information and communication technology platforms, namely videos and simulations, in formal education, on the theme Fundamental Types of Energy, in a 10th grade class, were also applied in the present investigative study, with the aims to promote the acquisition of scientific knowledge and to correct common misconception in the subject of Energy. For this evaluation, conceptual tests were applied in the intervention and comparison classroom. The analysis of the results allowed verifies that, in general, the strategy adopted in the intervention class allows greater efficiency.
The teaching of science in schools plays a crucial role in the formation of students, allowing the development of fundamental skills, such as critical and logical thinking, stimulates curiosity and creativity, promotes an understanding of the natural World and prepares students to the challenges of the future, since the society increasingly based on science and technology. In the present investigative study, active methodologies were used, namely, a practical laboratory activity, in the area of Nanotechnology, in a research laboratory at the University of Beira Interior and a lecture made by a Chemistry researcher, also in the same area, within the scope of the Science-Technology-SocietyEnvironment approach in non-formal education. The practical activity in non-formal education, allowing the involvement of students in the teaching-learning process, with the main objective to increase student´s motivation to learn Physics and Chemistry and promote positive attitude towards science. The analysis of the responses to the attitudes scale procedures, allowing to verify that the students are interested in participating in non-formal education activities and the involvement in this type of activities, promotes an improvement of the students' motivation for the learning Physics and Chemistry. Storytelling and the use of information and communication technology platforms, namely videos and simulations, in formal education, on the theme Fundamental Types of Energy, in a 10th grade class, were also applied in the present investigative study, with the aims to promote the acquisition of scientific knowledge and to correct common misconception in the subject of Energy. For this evaluation, conceptual tests were applied in the intervention and comparison classroom. The analysis of the results allowed verifies that, in general, the strategy adopted in the intervention class allows greater efficiency.
Description
Keywords
Conceções Alternativas e Motivação Energia Ensino Formal e Ensino Não-Formal Metodologias Ativas Nanotecnologia