A orientação da ação para leitura crítica a partir de uma experiência formativa: uma contribuição para o ensino de química
This research reveal the influence of a formative experience on the action comprehension process to read critically in the context of chemistry teaching. It has as context the execution of a didactic system elaborated from the characterization of a Scheme of the Complete Activity Basis, which is...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28097 |
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| Resumo: | This research reveal the influence of a formative experience on the action comprehension
process to read critically in the context of chemistry teaching. It has as context the
execution of a didactic system elaborated from the characterization of a Scheme of the
Complete Activity Basis, which is structured around the critical reading as an Activity
related to the teaching and learning of Chemistry. It starts from the premise that the
activity is the category that structures the psychic development of the subjects in relation
to consciousness and regulation of the learning processes, from which, bases the research
according to the Theory of Planned Formation of Mental Actions. and Piotr Yakovlevich
Galperin's Concepts (1902-1988). Methodologically it is based on the ideias of Lev
Vygotski's Formative Experiment (1896-1934) and the field record observation strategy
to evaluate the process of restructuring the guiding basis for critically reading chemical
content texts in the context of teaching and learning. The results discuss the aspects of the
formative experience in the action orientation process and its consequences on the
teaching and learning of Chemistry as a function of Activity. |
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