Programa de Pós-graduação em Educação em Ciências e Matemática

URI Permanente desta comunidade

http://200.137.215.59/tede/handle/tde/237

Navegar

Navegando Programa de Pós-graduação em Educação em Ciências e Matemática por Por Orientador "Benite, Cláudio Roberto Machado"

Agora exibindo 1 - 2 de 2
  • Nenhuma Miniatura disponível
    Item
    Estudo sobre características da abordagem STEAM como possíveis indicadores de altas habilidades/superdotação na área de ciências da natureza
    (Universidade Federal de Goiás, 2024-11-19) Mateus, Ana Carolina Rodrigues; Benite, Cláudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Cláudio Roberto Machado; Negrini, Tatiane; Carvalho, Plauto Simão de
    This dissertation investigates the potential of the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) as a pedagogical strategy for surveying students with possible indicators of High Abilities/Giftedness (AH/SD) in the area of Natural Sciences. Faced with the challenges of inclusive education, especially in the teaching of Natural Sciences, there is a need for strategies that promote active and integrated learning, respecting the potential of each student. The research problem that guided the study was: "How can teachers identify the potential of students with AH/SD indicators in teaching Natural Sciences, through the STEAM approach?" Based on this question, the objective of the study was to analyze the characteristics of the STEAM approach present in the development of solutions for investigative challenges, aiming to survey students with possible indicators of AH/SD in the area of Natural Sciences. The participatory research methodology adopted included the implementation of a practical investigative challenge, developed based on the principles of STEAM, in which a student was encouraged to build a prototype aimed at solving a real problem of a visually impaired person giving medication to the your son. Using a video capture, called "record of the practical investigative challenge," the student documented the steps of creating and explaining the prototype, highlighting the thought process and skills applied. Data analysis focused on identifying manifestations of cognitive and metacognitive skills, STEAM approach and problem-solving ability. In addition, creativity, above-average ability and involvement with the task, essential aspects for the profile of a student with AH/SD, according to Renzulli's Three Rings model. The results revealed that the STEAM approach, combined with investigative teaching, can contribute to the identification of students with high potential, by offering an environment that values innovation, critical thinking and the practical application of scientific knowledge. The student demonstrated interest and involvement with the task, as well as a significant ability to apply theoretical concepts in practice. As a contribution, the study reinforces the importance of pedagogical practices that not only recognize, but also develop the potential of students with AH/SD indicators in Natural Sciences. The STEAM approach is, therefore, recommended as a survey tool and as a means of school enrichment, promoting the comprehensive training of students with high potential. The conclusion points to the need for new research that deepens the use of STEAM in varied contexts and for different student profiles, highlighting the value of inclusive, critical Natural Sciences teaching that values the diversity of talents in the classroom.
  • Nenhuma Miniatura disponível
    Item
    A experimentação investigativa na sondagem de indicadores de altas habilidades ou superdotação e na potencialização no ensino de química
    (Universidade Federal de Goiás, 2022-07-26) Nóbrega, Lorrana Nara Naves; Benite, Cláudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Cláudio Roberto Machado; Echeverría, Agustina Rosa; Sá, Ana Claudia Antônio Maranhão; Delou, Cristina Maria Carvalho; Negrini, Tatiane
    The Law on Guidelines and Bases of Education from 1996 ensured the giftedness students to receive the specialized educational services at the school, however, data collected in the last school census showed that these students were not being adequately identified and contemplated in a pedagogical dimension. One of the emerging problems is the lack of specialized teachers for screening the giftedness indicators and to promote the learning students potentializing. In the chemistry teaching, we defend a teacher education based on the approach of the Inquiry-based Science, such as investigative experimentation. Thus, our central question is formulated from the following question: What are the formative needs of the Science/Chemistry teacher´s for screening the giftedness indicators and to promote their learning potentializing? Supported by the Research-Action we propose other three oriented questions: What conception has an educator teacher of Núcleo de Atividades de Altas Habilidades/Superdotação de Goiás about the screening of giftedness indicators and the specialized educational services in the Science/Chemistry areas? How investigative experimentation can contribute for screening giftedness students and to promote cognitive and metacognitive mental development in the Science/Chemistry teaching? Finally, given the impossibility of using investigative experimentation, as in the period of emergency remote teaching of the COVID-19 pandemic, what other teaching strategies anchored by Inquiry-based Science could be used by Science/Chemistry teachers to curriculum enrichment with giftedness students? Our main objective was contributing to the Science/Chemistry teacher´s education for offer specialized educational services to giftedness students. Under this approach, our research anchored in Science/Chemistry teaching references (Carvalho, Sasseron, Marcondes, Rocha, Hartwig, Malheiros, Locatelli) and the giftedness theories of the researcher and psychologist Joseph S. Renzulli (1977,1978,1986, 2004, 2014). In this research we defend investigative experimentation, first, as analytical tool (pedagogical instrument) for screening giftedness indicators in the area of Science/Chemistry, especially cognitive and metacognitive abilities (corroborating for giftedness identification), and second, as a teaching strategy to learning potentializing in Science/Chemistry (corroborating for specialized educational service). The human subjects of this investigation were an educational teacher from Núcleo de Atividades de Altas Habilidades/Superdotação de Goiás, a teacher in continuing education, two students from the technical course of Chemistry and two giftedness students in the basic educational degree. Our main results pointed out the investigative experimentation in the chemistry teaching as a potential pedagogical tool for screening cognitive and metacognitive abilities and the Inquiry-based science approach as teaching strategy for potentializing giftedness students.