Students actions and relationship to knowledge in Mathematics, Physics and Chemistry
This article presents a proposal for the analysis of student actions and didactic-pedagogical relationships established in Mathematics, Physics and Chemistry classes in a course of High School and Integrated Technician of the Federal Institute of Paraná, Brazil. The research has as theoretical suppo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2020-12-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1835 |
| _version_ | 1818866052275109888 |
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| author | Marily Aparecida Benicio Sergio de Mello Arruda Marinez Meneghello Passos |
| author_facet | Marily Aparecida Benicio Sergio de Mello Arruda Marinez Meneghello Passos |
| author_sort | Marily Aparecida Benicio |
| collection | DOAJ |
| description | This article presents a proposal for the analysis of student actions and didactic-pedagogical relationships established in Mathematics, Physics and Chemistry classes in a course of High School and Integrated Technician of the Federal Institute of Paraná, Brazil. The research has as theoretical support the concepts of relationship to knowledge (Charlot, 2000), activity and action (Leontiev, 2014) and a theoretical-methodological instrument developed by the Arruda, Benicio e Passos (2017), called Student Matrix. The research question was: how the student actions are related to knowledge, teaching and learning in Mathematics, Physics and Chemistry classes? The methodological procedures were based on Discursive Textual Analysis. The documents investigated (field notes and the transcriptions of the audio and video recordings) were collected during observation of the classes. The analyzes pointed that for the student relation to the teacher and his/her teaching: in the epistemic dimension there was a predominance of actions concerning the organization; in the personal dimension the organization was also highlighted besides the actions of interaction of learning with the teacher; in the social dimension, actions of a dispersive nature stood out. When we focus on the student relationship with his own learning we have: for the epistemic and personal dimensions the actions related to the interaction with the teacher were more frequent; in the social dimension the social interactions that dispersed the students of the class activities were maintained. No actions were found to indicate how students evaluated the teacher’s relationship with professional and/or school knowledge. |
| first_indexed | 2024-12-19T10:57:19Z |
| format | Article |
| id | doaj.art-c41d490d0f4f46e08a597e96231b72df |
| institution | Directory Open Access Journal |
| issn | 1518-8795 |
| language | English |
| last_indexed | 2024-12-19T10:57:19Z |
| publishDate | 2020-12-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-c41d490d0f4f46e08a597e96231b72df2022-12-21T20:24:45ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87952020-12-012538610710.22600/1518-8795.ienci2020v25n3p86609Students actions and relationship to knowledge in Mathematics, Physics and ChemistryMarily Aparecida Benicio0Sergio de Mello Arruda1Marinez Meneghello Passos2Instituto Federal do Paraná Rodovia PR 160, km 19,5. Telêmaco Borba, Paraná, Brasil.Universidade Estadual de LondrinaUniversidade Estadual de LondrinaThis article presents a proposal for the analysis of student actions and didactic-pedagogical relationships established in Mathematics, Physics and Chemistry classes in a course of High School and Integrated Technician of the Federal Institute of Paraná, Brazil. The research has as theoretical support the concepts of relationship to knowledge (Charlot, 2000), activity and action (Leontiev, 2014) and a theoretical-methodological instrument developed by the Arruda, Benicio e Passos (2017), called Student Matrix. The research question was: how the student actions are related to knowledge, teaching and learning in Mathematics, Physics and Chemistry classes? The methodological procedures were based on Discursive Textual Analysis. The documents investigated (field notes and the transcriptions of the audio and video recordings) were collected during observation of the classes. The analyzes pointed that for the student relation to the teacher and his/her teaching: in the epistemic dimension there was a predominance of actions concerning the organization; in the personal dimension the organization was also highlighted besides the actions of interaction of learning with the teacher; in the social dimension, actions of a dispersive nature stood out. When we focus on the student relationship with his own learning we have: for the epistemic and personal dimensions the actions related to the interaction with the teacher were more frequent; in the social dimension the social interactions that dispersed the students of the class activities were maintained. No actions were found to indicate how students evaluated the teacher’s relationship with professional and/or school knowledge.https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1835aprendizagemrelação com o sabermatriz do estudanteação discente |
| spellingShingle | Marily Aparecida Benicio Sergio de Mello Arruda Marinez Meneghello Passos Students actions and relationship to knowledge in Mathematics, Physics and Chemistry Investigações em Ensino de Ciências aprendizagem relação com o saber matriz do estudante ação discente |
| title | Students actions and relationship to knowledge in Mathematics, Physics and Chemistry |
| title_full | Students actions and relationship to knowledge in Mathematics, Physics and Chemistry |
| title_fullStr | Students actions and relationship to knowledge in Mathematics, Physics and Chemistry |
| title_full_unstemmed | Students actions and relationship to knowledge in Mathematics, Physics and Chemistry |
| title_short | Students actions and relationship to knowledge in Mathematics, Physics and Chemistry |
| title_sort | students actions and relationship to knowledge in mathematics physics and chemistry |
| topic | aprendizagem relação com o saber matriz do estudante ação discente |
| url | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1835 |
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