The Dicumba methodology and the CTS approach: the search for scientific literacy in high school

This article reflects on the use of the Dicumba (Universal-Bilateral Cognitive Development of Learning) methodology as a tool for the development of scientific literacy in high school in the light of the CTS (Science-Technology-Society) assumptions. The Di-cumba methodology, integrated with CTS rela...

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Autores principales: Ramos, William Michael, Carminatti, Bruna, Bedin, Everton
Formato: Artículo revista
Lenguaje:Portugués
Publicado: Asociación de Profesores de Física de la Argentina 2021
Materias:
Scientific Literacy
CTS approach
Dicumba Methodology
Alfabetização Científica
Abordagem CTS
Metodologia Dicumba
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33234
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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spelling I10-R316-article-332342022-03-31T03:52:07Z The Dicumba methodology and the CTS approach: the search for scientific literacy in high school A metodologia Dicumba e a abordagem CTS: a busca pela alfabetização científica no ensino médio Ramos, William Michael Carminatti, Bruna Bedin, Everton Scientific Literacy CTS approach Dicumba Methodology Alfabetização Científica Abordagem CTS Metodologia Dicumba This article reflects on the use of the Dicumba (Universal-Bilateral Cognitive Development of Learning) methodology as a tool for the development of scientific literacy in high school in the light of the CTS (Science-Technology-Society) assumptions. The Di-cumba methodology, integrated with CTS relations, allows changing the Basic Education panorama, migrating from the tradi-tional model of teaching to a current model, where the focus is on student-centered research, making it an active agent in the learning process. The research, framed in a qualitative study, was developed with 64 students. The data collected through 14 assertions adapted on the three-point Likert scale were analyzed in a deductive-inductive way, considering the theorists of the area. In the end, it can be evidenced that the methodology allowed the student to build knowledge from his own socio-cultural context, instigating the teacher to perceive himself in the role of advisor, problematizing the subjects chosen by the students in a scientific training bias. O presente artigo reflete sobre a utilização da metodologia Dicumba (Desenvolvimento Cognitivo Universal-Bilateral da Aprendi-zagem) como ferramenta para o desenvolvimento da alfabetização científica no ensino médio à luz dos pressupostos CTS (Ciên-cia-Tecnologia-Sociedade). A metodologia Dicumba, integrada às relações CTS, permite mudar o panorama da Educação Básica, migrando do modelo tradicional de ensino para um modelo atual, onde o foco é a pesquisa centrada no aluno, tornando este um agente ativo no processo de aprendizagem. A pesquisa, enquadrada em um estudo qualitativo, foi desenvolvida com 64 alunos. Os dados coletados por meio de 14 assertivas adaptadas na escala Likert de três pontos foram analisados de forma dedutiva-indutiva, considerando os teóricos da área. Ao término, pode-se evidenciar que a metodologia permitiu ao aluno construir conhe-cimentos a partir do seu próprio contexto sociocultural, instigando ao docente perceber-se na função de orientador, problemati-zando os assuntos escolhidos pelos alunos em um viés científico de formação. Asociación de Profesores de Física de la Argentina 2021-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33234 10.55767/2451.6007.v33.n1.33234 Journal of Physics Teaching; Vol. 33 No. 1 (2021): January-June; 159-171 Revista de Enseñanza de la Física; Vol. 33 Núm. 1 (2021): Enero-Junio; 159-171 Revista de Enseñanza de la Física; v. 33 n. 1 (2021): Janeiro-Junho; 159-171 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33234/33688 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33234/33689 http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Portugués
format Artículo revista
topic Scientific Literacy
CTS approach
Dicumba Methodology
Alfabetização Científica
Abordagem CTS
Metodologia Dicumba
spellingShingle Scientific Literacy
CTS approach
Dicumba Methodology
Alfabetização Científica
Abordagem CTS
Metodologia Dicumba
Ramos, William Michael
Carminatti, Bruna
Bedin, Everton
The Dicumba methodology and the CTS approach: the search for scientific literacy in high school
topic_facet Scientific Literacy
CTS approach
Dicumba Methodology
Alfabetização Científica
Abordagem CTS
Metodologia Dicumba
author Ramos, William Michael
Carminatti, Bruna
Bedin, Everton
author_facet Ramos, William Michael
Carminatti, Bruna
Bedin, Everton
author_sort Ramos, William Michael
title The Dicumba methodology and the CTS approach: the search for scientific literacy in high school
title_short The Dicumba methodology and the CTS approach: the search for scientific literacy in high school
title_full The Dicumba methodology and the CTS approach: the search for scientific literacy in high school
title_fullStr The Dicumba methodology and the CTS approach: the search for scientific literacy in high school
title_full_unstemmed The Dicumba methodology and the CTS approach: the search for scientific literacy in high school
title_sort dicumba methodology and the cts approach: the search for scientific literacy in high school
description This article reflects on the use of the Dicumba (Universal-Bilateral Cognitive Development of Learning) methodology as a tool for the development of scientific literacy in high school in the light of the CTS (Science-Technology-Society) assumptions. The Di-cumba methodology, integrated with CTS relations, allows changing the Basic Education panorama, migrating from the tradi-tional model of teaching to a current model, where the focus is on student-centered research, making it an active agent in the learning process. The research, framed in a qualitative study, was developed with 64 students. The data collected through 14 assertions adapted on the three-point Likert scale were analyzed in a deductive-inductive way, considering the theorists of the area. In the end, it can be evidenced that the methodology allowed the student to build knowledge from his own socio-cultural context, instigating the teacher to perceive himself in the role of advisor, problematizing the subjects chosen by the students in a scientific training bias.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33234
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first_indexed 2024-09-03T20:40:01Z
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