Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review
We discuss relationships of consistency and coherence in teaching and learning processes at the interface of Meaningful Learning Theory and Science Teaching through Research. For this, we analyze works that, explicitly or implicitly, have carried out such amalgamation in the 2013, 2015 and 2017 edit...
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| Format: | Article |
| Language: | Portuguese |
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Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC)
2022-11-01
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| Series: | Revista Brasileira de Pesquisa em Educação em Ciências |
| Subjects: |
| _version_ | 1798016666598113280 |
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| author | Marcello Ferreira André Luís Silva da Silva Olavo Leopoldino da Silva Filho |
| author_facet | Marcello Ferreira André Luís Silva da Silva Olavo Leopoldino da Silva Filho |
| author_sort | Marcello Ferreira |
| collection | DOAJ |
| description | We discuss relationships of consistency and coherence in teaching and learning processes at the interface of Meaningful Learning Theory and Science Teaching through Research. For this, we analyze works that, explicitly or implicitly, have carried out such amalgamation in the 2013, 2015 and 2017 editions of ENPEC/ABRAPEC, an environment that promotes and disseminates academic knowledge of relevance and impact; procedurally, we used Discursive Textual Analysis in a descriptive approach to a narrative review, in which the search for sources is not systematic and is usually less comprehensive, although useful as a primary exploration of the research field. Five argumentative categories were identified: (i) authors of reference regarding the TAS; (ii) methodological approachs; (iii) scientific literacy and its potential contributions to science teaching; (iv) the student as an active/participating subject in their learning; and the (v) use of digital technologies as a qualification strategy for science teaching. The results indicated that the most frequent authors were Ausubel, Novak and/or Gowin; the methodological approaches of the works were not mainly defined, although actions/instruments were mentioned; as for scientific literacy, there was an emphasis on students, noting that the mere appropriation of media resources does not underlie the foundations of the specialized knowledge that teaching of a scientific nature requires; in relation to the student as an active/participative subject, this could be seen induced by the use of methodologies in the configuration of space-times that favor reflection/problematization of knowledge and actions; as for digital technologies, they were recurrently recommended in didactic approaches, mediated directively by the teacher with an emphasis on participation, cooperation and research. |
| first_indexed | 2024-04-11T15:54:18Z |
| format | Article |
| id | doaj.art-2744790d63fd4f11b9ad7d09fb2aa309 |
| institution | Directory Open Access Journal |
| issn | 1984-2686 |
| language | Portuguese |
| last_indexed | 2024-04-11T15:54:18Z |
| publishDate | 2022-11-01 |
| publisher | Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
| record_format | Article |
| series | Revista Brasileira de Pesquisa em Educação em Ciências |
| spelling | doaj.art-2744790d63fd4f11b9ad7d09fb2aa3092022-12-22T04:15:12ZporAssociação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC)Revista Brasileira de Pesquisa em Educação em Ciências1984-26862022-11-0122u127https://doi.org/10.28976/1984-2686rbpec2022u12151241Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature ReviewMarcello Ferreira0https://orcid.org/0000-0003-4945-3169André Luís Silva da Silva1https://orcid.org/0000-0002-8245-9389Olavo Leopoldino da Silva Filho2https://orcid.org/0000-0001-8078-3065Universidade de BrasíliaUniversidade Federal do PampaUniversidade de BrasíliaWe discuss relationships of consistency and coherence in teaching and learning processes at the interface of Meaningful Learning Theory and Science Teaching through Research. For this, we analyze works that, explicitly or implicitly, have carried out such amalgamation in the 2013, 2015 and 2017 editions of ENPEC/ABRAPEC, an environment that promotes and disseminates academic knowledge of relevance and impact; procedurally, we used Discursive Textual Analysis in a descriptive approach to a narrative review, in which the search for sources is not systematic and is usually less comprehensive, although useful as a primary exploration of the research field. Five argumentative categories were identified: (i) authors of reference regarding the TAS; (ii) methodological approachs; (iii) scientific literacy and its potential contributions to science teaching; (iv) the student as an active/participating subject in their learning; and the (v) use of digital technologies as a qualification strategy for science teaching. The results indicated that the most frequent authors were Ausubel, Novak and/or Gowin; the methodological approaches of the works were not mainly defined, although actions/instruments were mentioned; as for scientific literacy, there was an emphasis on students, noting that the mere appropriation of media resources does not underlie the foundations of the specialized knowledge that teaching of a scientific nature requires; in relation to the student as an active/participative subject, this could be seen induced by the use of methodologies in the configuration of space-times that favor reflection/problematization of knowledge and actions; as for digital technologies, they were recurrently recommended in didactic approaches, mediated directively by the teacher with an emphasis on participation, cooperation and research.discursive textual analysismeaningful learningenpecscience educationresearch training |
| spellingShingle | Marcello Ferreira André Luís Silva da Silva Olavo Leopoldino da Silva Filho Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review Revista Brasileira de Pesquisa em Educação em Ciências discursive textual analysis meaningful learning enpec science education research training |
| title | Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review |
| title_full | Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review |
| title_fullStr | Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review |
| title_full_unstemmed | Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review |
| title_short | Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review |
| title_sort | meaningful learning theory and science teaching through research interfaces from a narrative literature review |
| topic | discursive textual analysis meaningful learning enpec science education research training |
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