Um estudo sobre o erro no processo de ensino-aprendizagem de hidrostática a partir de uma sequência de atividades investigativas
The error manifested by students throughout the teaching-learning process is sometimes considered to be a negative thing and, as a result, something that should be avoided. This study aims to reflect on the beneficial dimension of error throughout this process, trying to analyze the contributions th...
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| Formato: | Dissertação |
| Idioma: | por |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/21303 |
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| Resumo: | The error manifested by students throughout the teaching-learning process is sometimes considered to be a negative thing and, as a result, something that should be avoided. This study aims to reflect on the beneficial dimension of error throughout this process, trying to analyze the contributions that a different look at it can bring to both the student and the teacher. In order to achieve that, the present work used the Inquiry-Based Science Education (IBSE) to provide some moments in which the identification and analysis of the error could be possible. The reason for using this teaching approach was the fact it involves several important aspects of the teaching-learning process, which are not usually included in a class in the conventional perspective. These aspects relate mainly to the different types of content and different abilities and skills that the student can develop throughout their school career. Through the construction of a sequence of activities in the inquiry approach, that composed the didactic unit about floating bodies, we were able to identify and analyze the errors the students manifested, promoting moments of reflection and debate that allowed the restructuring of previous ideas. |
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