A aprendizagem de conceitos químicos na educação básica no contexto da pandemia de covid-19
Data
2022-01-24
Tipo
Trabalho de conclusão de curso
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Resumo
O presente trabalho desenvolve-se num contexto de atividades remotas desenvolvidas pelo projeto de Extensão: “Aprendendo Química na Unifesp” (n. SIEX 17131). Tal projeto tem como uma de suas ações promover espaços coletivos de aprendizagem de experimentos investigativos via Google Meet, excepcionalmente devido a pandemia, para alunos da Educação Básica que estão solitariamente estudando de suas casas. Nesse sentido, nosso objetivo neste trabalho é investigar quais são os impactos desses momentos de interação coletiva na aprendizagem dos alunos. Deste modo, nossa questão central é: “Quais são as contribuições de espaços coletivos de aprendizagem para alunos de educação básica que estão estudando fora do ambiente físico da escola?”. Para tanto, contaremos com a vídeo-gravação dos encontros remotos e entrevistas estruturadas com os alunos. A construção e análise dos dados é tecida à luz dos referenciais educacionais estudados numa abordagem qualitativa. Os resultados indicam que os encontros coletivos oportunizam espaços de interações verbais potentes para a negociação de significados e elaboração de conceitos. Apesar desses momentos de aprendizagem, as entrevistas com os alunos também evidenciaram que o espaço virtual e aprendizagem fora da escola mostraram-se como mais uma forma de acentuar a desigualdade e acesso à educação de qualidade.
This work was developed in a remote activitie’s context by the Extension project: “Learning Chemistry at Unifesp” (n. SIEX 17131). One of the actions of this project is to promote collective spaces for learning investigative experiments via Google Meet, for high school students who are alone studying from their homes. In this sense, we intend to investigate the impacts of these moments of collective interaction on student learning. Thus, the central question is: “What are the contributions of collective learning spaces for students of high school who are studying outside the physical environment of the school?”. For this purpose, we have video recordings of remote meetings and structured interviews with students to guide the research. The work makes use of a qualitative approach based on educational references to construct and analyze data. The results indicate that collective meetings provide opportunities for powerful verbal interactions for the negotiation of meanings and elaboration of concepts. Despite these moments of learning, the interviews with the students also showed that the virtual space and learning outside the school proved to be another way of accentuating inequality and access to quality education.
This work was developed in a remote activitie’s context by the Extension project: “Learning Chemistry at Unifesp” (n. SIEX 17131). One of the actions of this project is to promote collective spaces for learning investigative experiments via Google Meet, for high school students who are alone studying from their homes. In this sense, we intend to investigate the impacts of these moments of collective interaction on student learning. Thus, the central question is: “What are the contributions of collective learning spaces for students of high school who are studying outside the physical environment of the school?”. For this purpose, we have video recordings of remote meetings and structured interviews with students to guide the research. The work makes use of a qualitative approach based on educational references to construct and analyze data. The results indicate that collective meetings provide opportunities for powerful verbal interactions for the negotiation of meanings and elaboration of concepts. Despite these moments of learning, the interviews with the students also showed that the virtual space and learning outside the school proved to be another way of accentuating inequality and access to quality education.