The relationship with the knowledge and the chemistry teaching: theoretical fundamentals for analyzing the learning process in classroom activity
DOI:
https://doi.org/10.22600/1518-8795.ienci2019v24n1p01Keywords:
Knowledge, Relationship with knowledge, Learning, Investigative caseAbstract
This work discusses the possibility to use of the relationship with knowledge notion of Bernard Charlot to identify elements that allows checking the Chemistry learning process of the undergraduate students. To this analysis we consider the seven elements transposition at the same time can conduce or block the conceptual appropriation: intellectual activity, mobilization, normativity, questioner teacher, network of meanings, relationship of knowledge and subject. Supporting in those elements we analyzed narratives made by fourteen students of the Environmental Chemistry course at Federal University of Tocantins – Campus of Gurupi with the activity proposal involving the investigative case resolution. The results point the relationship with knowledge notion configures as more an alternative to Science Teaching to analyze the learning process because allows evaluating all the steps of the individual development of each subject (the process) until the final product effectiveness. In addition, each step reveals to the teacher the points that will need more relationship of knowledge to intensify the mobilization of the subjects in activity and learning.References
Bardin, L. (2011). Análise de conteúdo (2a ed.). Lisboa, Portugal: Edições 70.
Brandão, C. R. (2006). Pesquisa participante (8a ed.). São Paulo, SP: Brasiliense.
Charlot, B. (2000). Da relação com o saber: elementos para uma teoria. Porto Alegre, RS: Artmed.
Charlot, B. (2001). Os jovens e o saber: perspectivas mundiais. Porto Alegre, RS: Artmed.
Charlot, B. (2005). Relação com o saber, formação dos professores e globalização: questões para a educação hoje. Porto Alegre, RS: Artmed.
Charlot, B. (2013). Da relação com o saber às práticas educativas. São Paulo, SP: Cortez.
Cliff, W. H., & Curtin, L. N. (2000). The Directed Case Method. Journal of College Science Teaching, 30(1), 64-66. Recuperado de https://search.proquest.com/openview/febff672c77a2447f8098a13d680acc6/1?pq-origsite=gscholar&cbl=49226
Freire, P. (2006). Criando métodos de pesquisa alternativa: aprendendo a fazê-la melhor através da ação. In C. R. Brandão (Org.). Pesquisa participante (pp. 34-41). (8a ed.). São Paulo, SP: Brasiliense.
Francisco, W. (2018). Casos investigativos e relações com o saber no ensino de ciências. São Carlos, SP: Pedro & João Editores.
Herreid, C. F. (1997). What is a case? Bringing to science education the established teaching tool of law and medicine. Journal of College Science Teaching, 27(2), 92-94. Recuperado de http://libweb.lib.buffalo.edu/cs/pdfs/What%20is%20a%20Case-XXVII-2.pdf
Herreid, C. F. (1998). What makes a good case? Journal of College Science Teaching, 27(3), 163-169. Recuperado de http://sciencecases.lib.buffalo.edu/cs/pdfs/What%20Makes%20a%20Good%20Case-XXVII-3.pdf
Herreid, C. F. (2011). Case study teaching. New Directions for Teaching and Learning, 1(128), 31-40. http://doi.org/10.1002/tl.466
Herreid, C. F., Prud’homme-Généreux, A., Schiller, N. A., Herreid, K. F., & Wright, C. (2016). What makes a good case, revisited: the survey monkey tells all. Journal of College Science Teaching, 46(1), 60-65. Recuperado de http://digital.nsta.org/publication/?i=329023&article_id=2558217&view=articleBrowser&ver=html5#{%22issue_id%22:329023,%22view%22:%22articleBrowser%22,%22article_id%22:%222558217%22}
Mortimer, E. F. (2010). As chamas e os cristais revisitados: estabelecendo diálogos entre a linguagem científica e a linguagem cotidiana no ensino das Ciências da natureza. In W. L. P. Santos & O. A. Maldaner (Orgs.). Ensino de Química em foco (pp. 181-208). Ijuí, RS: Unijuí.
Queiroz, S. L. (2001). A linguagem escrita no curso de graduação em química. Química Nova, 24(1), 143-146. Recuperado de http://submission.quimicanova.sbq.org.br/qn/qnol/2001/vol24n1/23.pdf
Queiroz, S. L., & Cabral, P. F. O. (2016). Estudos de caso no ensino de Ciências Naturais. São Carlos, SP: Cdcc-usp.
Talanquer, V. (2011). Macro, submicro, and symbolic: the many faces of the chemistry “triplet”. International Journal of Science Education, 33(2), 179-195. http://doi.org/10.1080/09500690903386435
Trópia, G., & Caldeira, A. D. (2011). Vínculos entre a relação com o saber de Bernard Charlot e categorias bachelardianas. Educação, 34(3), 369-375. Recuperado de http://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/viewFile/5227/6787
Valadares, J. (2011). A teoria da aprendizagem significativa como teoria construtivista. Aprendizagem Significativa em Revista, 1(1), 36-57. Recuperado de http://www.if.ufrgs.br/asr/artigos/Artigo_ID4/v1_n1_a2011.pdf
Vygotsky, L. S. (1987). Pensamento e linguagem. São Paulo, SP: Martins Fontes.
Downloads
Published
How to Cite
Issue
Section
License
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.
