The indicators of problematization and contextualization processes in a physics class
This work aims to characterize the indicative elements of the contextualization and problematization processes in a class on the Laws of Inertia and Action and Reaction at the Science Club of UFPA, which is an informal internship space. Through the planning of the class, the report of its developmen...
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2023
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41396 |
| Aporte de: |
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I10-R316-article-41396 |
|---|---|
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ojs |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Problematization Contextualization Teaching physics through investigation Science club Indicators Problematización Contextualización Enseñanza de la física por investigación Club de Ciencias Indicadores |
| spellingShingle |
Problematization Contextualization Teaching physics through investigation Science club Indicators Problematización Contextualización Enseñanza de la física por investigación Club de Ciencias Indicadores Leal Junior , Alex Sales Silva, Rubens The indicators of problematization and contextualization processes in a physics class |
| topic_facet |
Problematization Contextualization Teaching physics through investigation Science club Indicators Problematización Contextualización Enseñanza de la física por investigación Club de Ciencias Indicadores |
| author |
Leal Junior , Alex Sales Silva, Rubens |
| author_facet |
Leal Junior , Alex Sales Silva, Rubens |
| author_sort |
Leal Junior , Alex Sales |
| title |
The indicators of problematization and contextualization processes in a physics class |
| title_short |
The indicators of problematization and contextualization processes in a physics class |
| title_full |
The indicators of problematization and contextualization processes in a physics class |
| title_fullStr |
The indicators of problematization and contextualization processes in a physics class |
| title_full_unstemmed |
The indicators of problematization and contextualization processes in a physics class |
| title_sort |
indicators of problematization and contextualization processes in a physics class |
| description |
This work aims to characterize the indicative elements of the contextualization and problematization processes in a class on the Laws of Inertia and Action and Reaction at the Science Club of UFPA, which is an informal internship space. Through the planning of the class, the report of its development, carried out with students from the 6th and 7th year of elementary school and from the written records of these students, elements that were present in pedagogical situations were identified that allowed characterizing the processes of problematization and contextualization during the application of a class in which the strategy of teaching science by research was used. It was observed that the behavior and dialogues of the students in the classroom presented contradictory arguments in the face of the proposed research situation. The relationships between the object of investigation and everyday situations were also used as indicators. Thus, from the initial problematization made by the teachers, the process of contextualization by the students was reached. We note the importance of the contribution of interventions to the teaching-learning process, during the mediations of the pedagogical processes, were more significant for encouraging and leading the student’s participation, and that knowledge is needed that goes beyond the content to be taught for the development of a contextualized teaching and the formation of the student as citizen and as a propagating agent of knowledge and information in accordance with the objectives of the National Curriculum Parameter (PCN) for elementary education Brazilian. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41396 |
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I10-R316-article-413962023-09-12T16:42:42Z The indicators of problematization and contextualization processes in a physics class Los indicadores de los procesos de problematización y contextualización en una clase de física Leal Junior , Alex Sales Silva, Rubens Problematization Contextualization Teaching physics through investigation Science club Indicators Problematización Contextualización Enseñanza de la física por investigación Club de Ciencias Indicadores This work aims to characterize the indicative elements of the contextualization and problematization processes in a class on the Laws of Inertia and Action and Reaction at the Science Club of UFPA, which is an informal internship space. Through the planning of the class, the report of its development, carried out with students from the 6th and 7th year of elementary school and from the written records of these students, elements that were present in pedagogical situations were identified that allowed characterizing the processes of problematization and contextualization during the application of a class in which the strategy of teaching science by research was used. It was observed that the behavior and dialogues of the students in the classroom presented contradictory arguments in the face of the proposed research situation. The relationships between the object of investigation and everyday situations were also used as indicators. Thus, from the initial problematization made by the teachers, the process of contextualization by the students was reached. We note the importance of the contribution of interventions to the teaching-learning process, during the mediations of the pedagogical processes, were more significant for encouraging and leading the student’s participation, and that knowledge is needed that goes beyond the content to be taught for the development of a contextualized teaching and the formation of the student as citizen and as a propagating agent of knowledge and information in accordance with the objectives of the National Curriculum Parameter (PCN) for elementary education Brazilian. Este artículo tiene como objetivo caracterizar los elementos indicadores de los procesos de contextualización y problematización en una clase sobre las Leyes de la Inercia y de la Acción y Reacción en el Club de Ciencias de la UFPA, que es un espacio informal de prácticas. A través de la planificación de la clase, la narración del desarrollo de la misma, realizada con estudiantes de 6º y 7º año de educación primaria, y los registros escritos de estos estudiantes, se identificaron elementos presentes en las situaciones pedagógicas que permiten caracterizar los procesos de problematización y contextualización durante la aplicación de una clase en la que se utilizó la estrategia de enseñanza de ciencias por investigación. Se observó que el comportamiento y los diálogos de los estudiantes en el aula presentaron argumentos contradictorios frente a la situación de investigación propuesta. Las relaciones entre el objeto de investigación y las situaciones cotidianas también se utilizaron como indicadores. Así, a partir de la problematización inicial realizada por los profesores, se llegó al proceso de contextualización por parte de los estudiantes. Se observó la importancia de la contribución de las intervenciones para el proceso de enseñanza-aprendizaje, durante las mediaciones de los procesos pedagógicos, fueron más significativas por fomentar y dirigir la participación del estudiante, y que son necesarios conocimientos que van más allá del contenido a ser enseñado para el desarrollo de una enseñanza contextualizada y de formación del estudiante como ciudadano y como agente difusor de conocimiento y de información de acuerdo con los objetivos del Parámetro Curricular Nacional (PCN) para la educación primaria brasileña. Asociación de Profesores de Física de la Argentina 2023-06-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41396 10.55767/2451.6007.v35.n1.41396 Journal of Physics Teaching; Vol. 35 No. 1 (2023): January - June; 119-125 Revista de Enseñanza de la Física; Vol. 35 Núm. 1 (2023): Enero - Junio; 119-125 Revista de Enseñanza de la Física; v. 35 n. 1 (2023): Janeiro - Junho; 119-125 2250-6101 0326-7091 10.55767/2451.6007.v35.n1 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41396/41364 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41396/41365 http://creativecommons.org/licenses/by-nc-nd/4.0 |