What is Discussed about Reading and Teaching of Science in Basic Education: an Analysis of Studies Presented at ENPEC
Studies that address the relationship between reading and teaching of science date back to the 1980s, which demonstrate the undeniably critical role that reading plays throughout all fields of knowledge. Therefore, this research investigated how reading and teaching of science is assessed in Basic E...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
| Repositorio: | Revista Brasileira de Pesquisa em Educação em Ciências (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/26792 |
| Acceso en línea: | https://periodicos.ufmg.br/index.php/rbpec/article/view/26792 |
| Access Level: | acceso abierto |
| Palabra clave: | Reading Science Teaching Basic Education Bibliographic Research ENPEC Leitura Ensino de Ciências Educação Básica Levantamento Bibliográfico |
| Sumario: | Studies that address the relationship between reading and teaching of science date back to the 1980s, which demonstrate the undeniably critical role that reading plays throughout all fields of knowledge. Therefore, this research investigated how reading and teaching of science is assessed in Basic Education, using publications from editions of the National Meeting of Research in Science Education (ENPEC). In order to understand the relationship between reading and teaching of science, we conducted a qualitative and bibliographic analysis of the minutes of the ENPEC editions from 1997 to 2019 on this topic. The query returned 63 papers, of which 28 referred to Basic Education. The results allowed to map the investigations on reading and teaching of science in this event, suggesting that this topic is not widely discussed among the studies in the field. On the other hand, we found that the studies analyzed use several different approaches, with discussions ranging from the exclusive use of textbooks for reading activities to the undeniable importance of reading in the process of scientific literacy, which express the concern about the segregation between reading and teaching of science. |
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