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Modeling in science and scientific literacy in the early years: a review study

This work aims to recognize the research done about the theme Modeling in Science - SC and Scientific Literacy - SC in the early years, as well as to understand how practices of Modeling in Science contribute to the development of SC in the early years of Basic Education. To contribute to our study,...

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Principais autores: Kis Schultz, Adriane, Bonotto, Danusa de Lara
Formato: Artigo
Idioma: Inglês
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2021
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/13195
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spelling peri-article-131952022-10-18T23:38:29Z Modeling in science and scientific literacy in the early years: a review study Modelagem nas ciências e a alfabetização científica nos anos iniciais: um estudo de revisão Kis Schultz, Adriane Bonotto, Danusa de Lara 7.00.00.00-0- Ciências Humanas Pedagogical Practices; Science and Mathematics Teaching; Teacher education Práticas Pedagógicas; Ensino de Ciências e Matemática; Formação de professores This work aims to recognize the research done about the theme Modeling in Science - SC and Scientific Literacy - SC in the early years, as well as to understand how practices of Modeling in Science contribute to the development of SC in the early years of Basic Education. To contribute to our study, we conducted a qualitative bibliographic research and searched the Brazilian Digital Library of Theses and Dissertations made available by the Brazilian Institute of Information in Science and Technology (IBICT) for research in the form of theses and dissertations. We selected 13 studies for analysis in the period from 2010 to 2020. The researches are analyzed through the procedures of Content Analysis, which allowed to highlight the word "model" linked to the notion of representation and "modeling" as a means to qualify the processes of teaching and learning. In relation to CA, this is understood as a process by which we use scientific information to read, understand, and transform the environment in which we are inserted. In addition, the modeling process allows for the development of skills that carry with them indicators of CA, namely: problem formulation; information search; interpretation of graphs, tables, and illustrations; communication of results; and construction of arguments to solve the problem. However, for the interweaving of MC and CA to be present in the classroom, it is necessary to promote the experience of both processes in teacher education. Este trabalho tem como objetivo reconhecer as pesquisas realizadas acerca da temática Modelagem nas Ciências-MC e Alfabetização Científica-AC nos anos iniciais, bem como, compreender como práticas de Modelagem nas Ciências contribuem para o desenvolvimento da AC nos anos iniciais da Educação Básica. Para fins de contribuir com nosso estudo realizamos uma pesquisa qualitativa do tipo bibliográfica e buscamos na Biblioteca Digital Brasileira de Teses e Dissertações disponibilizada pelo Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT) pesquisas na forma de teses e dissertações. Selecionamos 13 estudos para análise no período de 2010 a 2020. As pesquisas são analisadas mediante os procedimentos da Análise de Conteúdo, a qual permitiu evidenciar a palavra “modelo” atrelada a noção de representação e “modelagem” como um meio para qualificar os processos de ensino e aprendizagem. Em relação à AC, esta é compreendida como um processo pelo qual utilizamos informações de cunho científico para ler, compreender e transformar o meio no qual estamos inseridos. Além disso, o processo de modelagem permite o desenvolvimento de habilidades que carregam consigo indicadores de AC, a saber: formulação de problemas; busca de informações; interpretação de gráficos, tabelas e ilustrações; comunicação de resultados e construção de argumentos para a resolução do problema. Entretanto, para que o entrelaçamento de MC e AC se faça presente na sala de aula há necessidade de favorecer a vivência de ambos os processos na formação de professores. Universidade Tecnológica Federal do Paraná (UTFPR) 2021-04-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão application/pdf http://periodicos.utfpr.edu.br/actio/article/view/13195 10.3895/actio.v6n1.13195 ACTIO: Teaching in Sciences; v. 6, n. 1 (2021); 1-19 ACTIO: Docência em Ciências; v. 6, n. 1 (2021); 1-19 2525-8923 10.3895/actio.v6n1 eng http://periodicos.utfpr.edu.br/actio/article/view/13195/8337 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/13195/1980 Direitos autorais 2021 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Inglês
format Artigo
author Kis Schultz, Adriane
Bonotto, Danusa de Lara
spellingShingle Kis Schultz, Adriane
Bonotto, Danusa de Lara
Modeling in science and scientific literacy in the early years: a review study
author_sort Kis Schultz, Adriane
title Modeling in science and scientific literacy in the early years: a review study
title_short Modeling in science and scientific literacy in the early years: a review study
title_full Modeling in science and scientific literacy in the early years: a review study
title_fullStr Modeling in science and scientific literacy in the early years: a review study
title_full_unstemmed Modeling in science and scientific literacy in the early years: a review study
title_sort modeling in science and scientific literacy in the early years: a review study
description This work aims to recognize the research done about the theme Modeling in Science - SC and Scientific Literacy - SC in the early years, as well as to understand how practices of Modeling in Science contribute to the development of SC in the early years of Basic Education. To contribute to our study, we conducted a qualitative bibliographic research and searched the Brazilian Digital Library of Theses and Dissertations made available by the Brazilian Institute of Information in Science and Technology (IBICT) for research in the form of theses and dissertations. We selected 13 studies for analysis in the period from 2010 to 2020. The researches are analyzed through the procedures of Content Analysis, which allowed to highlight the word "model" linked to the notion of representation and "modeling" as a means to qualify the processes of teaching and learning. In relation to CA, this is understood as a process by which we use scientific information to read, understand, and transform the environment in which we are inserted. In addition, the modeling process allows for the development of skills that carry with them indicators of CA, namely: problem formulation; information search; interpretation of graphs, tables, and illustrations; communication of results; and construction of arguments to solve the problem. However, for the interweaving of MC and CA to be present in the classroom, it is necessary to promote the experience of both processes in teacher education.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2021
url http://periodicos.utfpr.edu.br/actio/article/view/13195
_version_ 1805450781705371648
score 10,814766

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