Research as a pedagogical principle in chemistry teaching
This article reports, from the conceptions of Basic Education students, the potential of using the Dicumba methodology - Universal-Bilateral Cognitive Development of Learning - in chemistry teaching, emphasizing the need to develop and promote criticality and autonomy of the students, using scientif...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Recursos: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/12004 |
| Acesso em linha: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/12004 |
| Access Level: | acceso abierto |
| Palavra-chave: | Dicumba Learning through research Teaching Aprender pela Pesquisa Ensino |
| Resumo: | This article reports, from the conceptions of Basic Education students, the potential of using the Dicumba methodology - Universal-Bilateral Cognitive Development of Learning - in chemistry teaching, emphasizing the need to develop and promote criticality and autonomy of the students, using scientific knowledge. For this purpose, in this qualified research, data were collected through an online form, developed on the Google Forms platform, and made available for 26 students of the 3rd year of high school at a public school in the State of Rio Grande do Sul / Brazil. The online form presents 4 sentences on the six-degree Likert scale was sent to students through a link on a WhatsApp group. The qualitative analyzed data were interpreted in the light of the theoretical conceptions of scholars in the area, as well as in a statistical form through graphs and tables. At the end of the research, it was found that the Dicumba methodology is important because it stimulates student-centered learning, providing maturation of intellectual autonomy, the improvement of critical awareness and the mobilization of cognitive thoughts in relation to the macro and micro knowledge. |
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