Análise do processo de interação universidade-escola: sobre uma abordagem pedagógica com a temática conversão térmica
Carregando...
Data
2011-03
Título da Revista
ISSN da Revista
Título de Volume
Editor
Resumo
Scientific knowledge has its own language and this often constitutes a barrier to their
learning. Different pedagogical approaches may represent a useful tool for better understanding of
this knowledge. This paper presents considerations on the development and use of a pedagogical
approach on thermal conversion and an alignment between university and school. This approach
was developed to contextualize this issue and it involved modeling strategies with strong mnemonic
devices for viewing. It was used in a class of 3rd year of high school in a public school. Findings
indicate that in addition to learning the concepts involved, this partnership has helped to overcome
the paradigm according to which the university is limited to the production of knowledge and
learning institutions to apply afterwards. Our analysis allows us to understand the role that
universities play and that schools apply in the construction of dialogical spaces within the
classroom, in which knowledge is democratized to meet the needs of both institutions.
Descrição
Palavras-chave
Formação de professores, Contextualização, Ensino de química, Training of teachers, Context, Teaching of chemistry
Citação
TOMAZETT, Vinicius Kali ; BENITE, Claudio R Machado; BENITE, Anna M. Canavarro. Análise do processo de interação universidade-escola: sobre uma abordagem pedagógica com a temática conversão térmica. Experiências em Ensino de Ciências, Cuiabá, v. 6, n. 1, p. 155-171, mar. 2011.