Obstáculos epistemológicos sobre a água em livros didáticos de ciências do sexto ano do ensino fundamental, no PNLD 2017 do Brasil

Santos, Natiely Quevedo dos; Schneider, Eduarda Maria; Justina, Lourdes Aparecida Della

doi:10.14483/23464712.13855

Cited by 2 publications

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“…This had a direct impact on water literacy. Likewise, the use of innovative methodologies that allow a greater understanding in the teaching of key aspects, such as water, is fundamental, since it will determine the way of life in the coming years [27,28]. At the same time, it is essential that learning be meaningful in order to generate ecological awareness in students [21].…”

Section: Discussionmentioning

confidence: 99%

“…The literature reveals that there is a relationship between the daily reality of household water use and the perception of its rational use [26]. In many cases, the use of didactic books that deal with the subject of water can pose substantial verbal or epistemological obstacles to adequate training [27]. For this reason, innovative educational practices are beginning to be implemented for the teaching of this content [28].…”

Section: Water Awareness and Teaching In Learning Spacesmentioning

confidence: 99%

“…An ad hoc questionnaire was designed based on previous studies [15,46,76,84,85] focusing on variables that are relevant to the development of teaching methods associated with flipped learning, as observed in several previous studies on this teaching method [27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44]. This instrument consists of 35 questions catalogued in nine dimensions (Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings).…”

Section: Instrumentmentioning

confidence: 99%

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Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

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Water literacy has become a fundamental aspect in today’s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Water Awareness and Teaching In Learning Spacesmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

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Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

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PNLD e a Educação Física: uma Análise Comparativa Entre os Componentes Curriculares no Ensino Fundamental

Silva

Paula

Fernandes

et al. 2020

Rev. Ens. Educ. Cienc. Hum.

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Os livros que possuem caráter pedagógico são intitulados de livros didáticos e surgem como uma forma de apresentar e organizar os conteúdos que serão abordados no processo de ensino e aprendizagem. Esses livros possuem os conteúdos, exercícios, ilustrações, exemplificações, isto é, múltiplas aplicabilidades pedagógicas que servirão de guia para o professor. O presente artigo tem como objetivo contextualizar a proposta do PNLD em diferentes componentes curriculares no Ensino Fundamental e comparar o componente curricular Educação Física em relação aos outros. Metodologicamente se apresenta como uma revisão bibliografica, cujo principal objeto de análise nessa revisão é a literatura produzida acerca da temática. A pesquisa foi estruturada a partir da leitura de artigos e documentos que apresentam como tema principal o PNLD. A busca destes artigos foi realizada nas bases de dados Google Acadêmico e Scielo. Destes, foram selecionados 29 artigos, que foram lidos e analisados. Para a seleção dos artigos apontados neste ensaio, o critério de inclusão considerou: a) objetivos, b) métodos; e c) considerações finais ou conclusão. A partir da análise da literatura se notou que ainda há poucos estudos sobre o PNLD e o componente curricular Educação Física e que há “resistência” para utilização desses livros por parte dos professores. Compreende-se que a utilização dos livros didáticos pelo professor de Educação Física serve para dar direção, cabendo ao mesmo decidir a metodologia, as estratégias e o conteúdo que irá abordar, bem como a relevância que esses terão nas suas aulas. Palavras-chave: Plano Nacional do Livro Didático. BNCC. Guia do Livro Didático. Educação Física Escolar. Prática Docente. Abstract The books that have a pedagogical character are called textbooks and appear as a form of presentation and organization of content that must be addressed in the teaching and learning process. These books have the contents, exercises, illustrations, examples, that is, multiple pedagogical applications that serve as a guide for the teacher. This article aims to contextualize a PNLD proposal in different curricular components in Elementary Education and to compare the Physical Education curricular component in relation to the others. Methodologically, it presents itself as a bibliographic review, which is the main object of analysis in this review and related literature. A research was structured from reading articles and documents that have PNLD as their main theme. The search for these articles was carried out in the Google Scholar and Scielo databases. 29 articles were selected, which were read and analyzed. For a selection of the articles indicated in this essay, the inclusion criteria considered: a) objectives, b) methods; and c) final considerations or conclusion. From the analysis of the literature, there are still few studies on the PNLD and the Physical Education curriculum component and that there is “resistance” to the use of these books by the teachers. It is understood that the use of textbooks by the Physical Education teacher serves as direction, being liable to the same to decide the methodology, the strategies and content that will address, as well as the relevance that these will have in the classes. Keyword: National Textbook Plan. BNCC. Textbook Guide. School Physical Education. Teaching Practice.

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Obstáculos epistemológicos sobre a água em livros didáticos de ciências do sexto ano do ensino fundamental, no PNLD 2017 do Brasil

Cited by 2 publications

References 3 publications

Flipped Learning Approach as Educational Innovation in Water Literacy

Flipped Learning Approach as Educational Innovation in Water Literacy

PNLD e a Educação Física: uma Análise Comparativa Entre os Componentes Curriculares no Ensino Fundamental

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