Desmistificando as crenças dos alunos do ensino fundamental II acerca de animais venenosos, peçonhentos e necrófagos
It is undeniable that the children of our time receive information and knowledge from various sources. One of these sources, of greater influence, is television. Based on this assumption, we seek to know the influence of this appliance on one of the science contents: venomous, poisonous and scavenge...
| Autor principal: | Zanin, Kely Cristiane Lovatto |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/25223 |
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| Resumo: |
It is undeniable that the children of our time receive information and knowledge from various sources. One of these sources, of greater influence, is television. Based on this assumption, we seek to know the influence of this appliance on one of the science contents: venomous, poisonous and scavenger animals. Then, we investigated the 6th year students' conceptions about venomous, poisonous and scavenger animals, considered ugly, bad and of no importance, analyzing the influence of TV cartoons in the construction of this scientific knowledge. In order to verify this hypothesis, that there is a negative influence of some cartoons regarding the scientific concepts about such animals, a survey was carried out with eight education professionals from the state network and also with a few 6th grade students, aiming to analyze further of the numbers. However, since we are in a period of social isolation, online questionnaires were sent to both teachers and students. Thus, the present research consists of a case study, with a qualitative approach to the data obtained, which showed us that the other teachers are already faced with misconceptions on the part of the students about venomous animals. According to Gerhardt and Silveira (2009, p.31), qualitative research is not concerned with numerical representativeness, but with deepening the understanding of a social group, an organization, etc. However, the surprising aspect was the fact that most teachers attribute this misinformation, which distorts scientific concepts about the animals in question, to the family and not to TV, coming to contradict the initial hypothesis. |
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