Experiências em Ensino de Ciências

INTERVENÇÃO CONTRA A DESINFORMAÇÃO EM AULAS DE CIÊNCIAS DO ENSINO FUNDAMENTAL: UM ESTUDO DE CASO NO SUL DO BRASIL

2025-05-04T21:59:28+00:00

The pervasive spread of false information in virtual environments has emerged as a major social issue, impacting public health and democracy itself. Numerous investigations have been undertaken to understand and address this phenomenon and its ramifications. Inoculation against disinformation is one of the strategies that have shown promise in combating this issue. Here, we conducted a case study to analyze the implementation process of a classroom intervention in the Science discipline. The implementation was carried out with seventh-grade classes in elementary school, by the teacher in charge, at a municipal school in the mountainous region of Rio Grande do Sul, and involved 38 participants. Data collection was carried out through questionnaires, material produced by the students, and teacher's notes in a logbook. The data were analyzed using mixed methods, including the use of content analysis, as well as descriptive and inferential statistics. Our results suggest that there was a partial development and use, by the students, of the ability to identify manipulation strategies for recognizing false information. In light of the data, such development seems to be able to be improved through modifications to the intervention, such as the addition of elements associated with Media and Information Literacy and lateral reading. The intervention seemed to change the scope of criteria used to judge information on the internet, but did not change students' perception of their trust in scientists, vaccines, the media, as well as the perception of their own ability to recognize false and true information. Our findings also reinforce the safety and potential of using disinformation pieces as a subsidy for pedagogical approaches, and highlight aspects to be considered for Science Education against disinformation.

ENSINO DA FÍSICA NA PERSPECTIVA ETNOFÍSICA: UM PROCEDIMENTO DIDÁCTICO DE UMA AULA SOBRE A GRANDEZA FÍSICA FORÇA NA 11ª CLASSE EVIDENCIADO NAS TÉCNICAS DE CAÇA DO POVO CHOKWE EM ANGOLA.

2025-05-04T21:59:35+00:00

This article presents a didactic procedure of a class on physical strength evidenced in the hunting techniques of the Chokwe people in Angola for the Physics Teaching-Learning Process in the 11th Class at Liceu nº 55 Comandante Tala Hady in the Municipality of Cuemba-Bié. The research was carried out using a qualitative approach, within an ethnographic approach. To obtain the information, participatory observation of the hunting techniques of the Chokwe people and an interview with hunters located in the village of Safulhi, in the Municipality of Cuemba, were used. The result allowed the teacher to develop a Physics class, in relation to physical magnitude, based on the appropriation of students' sociocultural practices, opening new paths for cultural decolonization, valuing their culture in this sense, as well as providing contextualized learning.

EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS (ERER) NA FORMAÇÃO DOCENTE EM QUÍMICA: ABORDANDO A TEMÁTICA CORANTE AZUL

2025-05-04T21:59:41+00:00

This study aimed to present and reflect upon an experience of incorporating the themes encompassed by Law 10.639/03—which mandates the teaching of African and Afro-Brazilian history and culture in basic education—into a teacher training program for Chemistry educators at a state university in the Central-West region of Brazil. More specifically, the focus was on the extraction of blue dye from Indigofera tinctoria, considered as a form of biotechnology originating from western Sudan (Mali). A pedagogical intervention (PI) was developed within a specific mandatory course in the program, targeting students in their seventh semester. The intervention was audio-recorded and subsequently transcribed for later analysis. The investigation was characterized as an action research project, and the data were examined through Conversation Analysis (CA). Our results revealed contradictions in the development of the PI related to discussions on racism; we identified epistemic shifts within the proposal, and we found it possible to discuss chemical concepts alongside topics related to African heritage and African history.

Exploring The Moon: A didactic and playful approach to Astronomy teaching

2025-05-04T21:59:46+00:00

This paper describes the application of a didactic sequence and a game "Astronomical Challenge: Exploring the Moon" as educational and evaluative tools in astronomy education. The methodology was applied to three distinct groups of students, with positive outcomes in terms of engagement, understanding of astronomical concepts, and increased interest in the subject. Quantitative data analysis revealed significant improvements in students’ understanding of lunar movements, phases, eclipses, and its importance to Earth. Additionally, gaps in students’ prior knowledge were identified, guiding specific pedagogical interventions to address these gaps. The results indicate that integrating educational games into astronomy education can be a promising approach to enriching the educational experience and stimulating meaningful learning among students.

ESTUDO DO MOVIMENTO VERTICAL POR MEIO DAS CONCEPÇÕES ESPONTÂNEAS E DA SEQUÊNCIA FEDATHI EM UMA ESCOLA DO ENSINO MÉDIO DA CIDADE DE PORTEIRAS – CE

2025-05-04T21:59:50+00:00

This study explored alternative teaching methodologies with the aim of providing interactive classes on the content of vertical movement in the high school Physics subject, in order to promote the restructuring of students' prior knowledge and promote critical and reflective thinking, in addition to break traditional teaching, or what Paulo Freire calls Banking Education. The research is qualitative in nature and based on David Ausubel's Theory of Meaningful Learning. We sought to understand the prior knowledge present in the cognitive structure of the learners through initial questions and work according to the information already known by them, as well as combining Spontaneous Conceptions with the Fedathi Sequence through a set of steps, such as, Taking a Position, Maturation, Solution and Proof, during a period of 3 (three) classes for first-year high school students, with the use of experimental activities, conceptual maps in theoretical classes and in the development and construction of a text by of students to examine their conscience on the proposed topic. The results observed distorted understandings of scientific knowledge on the part of some students regarding the concepts of gravity and free fall, as well as the need to improve the strengthening of content with differentiated and relevant pedagogical practices during classes in the subject. The analysis of the results showed different levels of conceptions on the part of the students, as while some demonstrated a solid understanding of the subject, others presented difficulties with the concepts covered. The study provides valuable insights for improving the teaching of vertical movement, emphasizing the importance of strengthening key concepts and addressing spontaneous conceptions to ensure comprehensive understanding by students.

High school students’ perception of Microbiology content and its approaches: from the classroom to the laboratory

2025-05-04T21:59:57+00:00

Microbiology is a topic directly related to students' daily lives and fundamental for civic education. However, it is still often addressed in a theoretical, superficial, and abstract manner in Basic Education. In this context, the objective of this study was to investigate the perceptions of high school students from a public state school in the urban area of Carangola-MG regarding microbiology content and to analyze the impact of practical and problematized activities on the learning process of this subject. This is an applied research study with a qualitative and quantitative approach, characterized as descriptive and exploratory, and based on university extension strategies. The methodology involved questionnaires to assess prior knowledge and perceptions, as well as practical activities in the Microbiology laboratory. It was observed that 46% of the participating students stated they knew "a little" about what Microbiology is, while another 46% were unaware of this field. However, they did not struggle to define what a microorganism is and to provide examples of microbial life. A total of 98% of the students associated microorganisms with their own bodies or the environment around them, while 86% primarily linked them to diseases and food spoilage. It was found that textbooks were the main resource used in microbiology-related classes at school and that 78% of the students had difficulty expressing their understanding of the subject, mainly due to the lack of connection between the content and their daily lives, as well as the inability to visualize microorganisms. After participating in practical workshops, all students stated that these activities made Microbiology content more engaging. These results indicate that although students have a satisfactory understanding of microorganisms, they struggle to express it, and that experimental lessons and problematized activities are excellent strategies for teaching Microbiology. Therefore, it is essential to create appropriate spaces, ensure the necessary conditions, and encourage the continuous training of Basic Education teachers to effectively implement these practices in schools.

EXPLORANDO O 'SAVE RALPH' NO ENSINO DE BIOÉTICA: EFICÁCIA E PERCEPÇÃO ESTUDANTIL SOBRE TESTES EM ANIMAIS

2025-05-04T22:00:07+00:00

The teaching of bioethics should be innovative and less procedural, utilizing differentiated tools that promote a dynamic and stimulating learning experience while maintaining the depth and seriousness of ethical issues in scientific fields. In this context, the present study aimed to evaluate a proposal for an activity based on the analysis of the animation Save Ralph to sensitize students to the topics of animal use in cosmetic production and develop critical arguments about this process in Bioethics. The research involved 37 students from a Biology course at a federal university. The methodology adopted a qualitative approach through the analysis of students' speeches after watching the animation and constructing a critical report based on guiding questions. The analysis of the data obtained revealed that students were able to develop reflective arguments on the social perception of the topic and also presented particular views that connected with specific content such as the principle of non-maleficence and utilitarian theory. Furthermore, the critical essays triggered interesting reflections on topics that are little addressed and still lack consensus in the discipline, such as animal rights. The results demonstrate the effectiveness of the proposal as a differentiated approach to the use of animals in scientific experiments with a focus on cosmetics production.

METODOLOGIAS ATIVAS E HQS: UMA PERSPECTIVA PARA O ENSINO DE BOTÂNICA EM CLUBES DE CIÊNCIAS

2025-05-04T22:00:12+00:00

Teaching botany presents challenges due to its complexity and terminologies, which are often distant from students' everyday realities. These challenges may be related to the lack of differentiated teaching strategies that can bridge theoretical concepts with students' daily experiences, making the content more accessible and meaningful. To support teaching and learning, the use of comic strips (HQs) with active methodologies has been proposed. Comic strips, already present in the lives of children and adolescents, can make botany education more applied. The combination of these tools offers a more contextualized approach, enhancing students' understanding and engagement in Science Clubs.

APPLICATION OF AN INVESTIGATIVE TEACHING SEQUENCE OF PROBABILITY FOR STUDENTS IN THE SEVENTH YEAR OF ELEMENTARY EDUCATION 2 IN THE MIDDLE OF THE REMOTE INTERNSHIP

2025-05-04T22:00:17+00:00

The article describes a didactic sequence through research on probability applied to students in the seventh year of elementary school at Escola E.E.F. Professor Sabina Gomes de Sousa, in Brejo Santo-CE, during remote teaching during the COVID-19 pandemic. The research was part of the mandatory internship of the Interdisciplinary course in Natural Sciences and Mathematics at UFCA. The didactic sequence was chosen for its ability to progressively organize the content and address the topic of probability. The integrated methodology used technological tools and strategies for attractive and immersive classes, including synchronous and asynchronous classes, videos, simulations, Google Meet and WhatsApp. The sequence was continually evaluated and adjusted to ensure student understanding. The assessment included open questions, debates, review exercises and electronic forms, which are important for identifying and addressing difficulties, especially in textual interpretation. The results showed effectiveness, with students demonstrating engagement and understanding of probability concepts. Collaborative activities and the use of concrete materials, such as data and coins, facilitated the assimilation of content, developing logical reasoning and critical analysis skills.

Importance of teaching models in revitalizing a science laboratory: opportunities for school and initial reflective teacher training

2025-05-04T22:00:29+00:00

The article reports on a PIBID intervention in the process of revitalizing the Science Laboratory at a school in the interior of Rio Grande do Sul. During a diagnosis, the PIBID students found that the school's laboratory was being used as a storeroom. Through an intervention, they made it possible to revitalize it for use in practical classes, organizing the space in terms of physical structure, even with limited laboratory resources and in unfavorable socio-economic contexts, creating didactic models for the space in order to provide students with a more contextualized and attractive scientific education. When the intervention actions were evaluated by the students, it was found that the use of the models created and the practical classes proved to be favorable, indicating that they facilitated learning, and the participants also said that the environment had become attractive for the classes.