Efeito de conhecimento indígena no currículo de física sobre as atitudes dos alunos para com a física
Palavras-chave:
Conhecimento indígena, materiais instrucionais, atitudes dos alunos, estratégias de ensino
Resumo
Na educação, atitudes funcionam como um factor interno que orienta as acções dos alunos durante a aprendizagem de um determinado tema. Consequentemente, são um factor para a previsão de conduta e realização dos alunos. Esta pesquisa relata sobre o efeito de incorporação do conhecimento indígena, relacionado com fenómenos térmicos nos materiais instrucionais de Física da 9a classe e o seu impacto na atitude dos alunos para com física nesta classe. A amostra é composta por 216 alunos (135 meninas e 83 meninos) de uma escola secundária em Chókwé. A 9a classe foi escolhida porque é nesta classe que é introduzido a unidade temática que aborda os fenómenos térmicos, um dos temas para os quais o conhecimento indígena apresenta muitos conceitos e fenómenos relacionados com física, e que foram muitas vezes citados durante estudos preliminares realizados com os idosos. Para a realização do estudo foi usada uma abordagem quase-experimental, envolvendo um pré-teste, intervenção e pós-teste baseado em grupos experimental e de controlo. O questionário de atitudes consistiu-se de questões de escolha múltipla do tipo escala de Likert. Os materiais de ensino contextualizado utilizados na intervenção foram baseados em conhecimento indígena e ambiente quotidiano dos alunos e o ensino foi baseado em método dialogante com elementos de método expositivo e interrogativo. Os resultados sugerem que o processo de ensino-aprendizagem baseado em materiais instrucionais contextualizados associado ao método inquisitivo promove uma atitude positiva para aprendizagem de Física nos alunos.
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AIKENHEAD, G. S.; OGAWA, M. Indigenous knowledge and science revisited. Cultural
Studies of Science Education, v. 2, p. 539–620, 2007.
ANWER, M.; IQBAL, H. M.; HARRISON, C. Students’ attitude towards Science: a case
of Pakistan. Pakistan Journal of Social and Clinical Psychology, v. 9, n. 2, p. 3 - 9, 2012.
BAQUETE, A., GRAYSON, D. and MUTIMUCUIO, I.,V. An Exploration of Indigenous Knowledge Related to Physics Concepts Held by Senior Citizens in Chókwé, Mozambique. International Journal of Science Education, 38:1, 1-16, DOI:10.1080/09500693.2015.1115137, 2016
BAQUETE, A.; GRAYSON, D.; MUTIMUCUIO, I. Probing indigenous knowledge related to Physics concerts amongst senior citizens in Chókwé, Mozambique. In: INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION, 2009. Poster… Bangkok, 2009.
BROGGY, J.; MCCLELLAND, G. Undergraduate Students’ attitudes towards physics after a concept mapping experience. concept mapping: connecting educators proceeding. In: CAÑAS, A. J.; REISKA, P.; ÅHLBERG, M.; NOVAK, J. D. (Eds.). INTERNATIONAL CONFERENCE ON CONCEPT MAPPING, 3, 2008. Proceeding… Tallinn, 2008.
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COŞTU, B.; AYAS, A. Evaporation in different liquids: secondary students’ conceptions. Research in Science & Technological Education, v. 23, n. 1, p. 75–97, 2005.
DEMIRCI, N. Students’ attitudes toward introductory physics course. Hacettepe Universitesi Egitim Fakiiltesi Dergisi, v. 26, p. 33-40, 2004.
DENZIN, N., K., and LINCOLN, Y. The Discipline and Practices of Qualitative Research. The Sage Handbook of Qualitative Research. p. 1-19. Editors, Norman K. DEnzin & Yvonna S. Lincoln. 4th ed. ISBN-10: 1412974178. SAGE Publication, 2011.
ERINOSHO, S. Y. How do students perceive the difficulty of physics in secondary school? an exploratory study in Nigeria. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue, v. 3, n. 3, 2013.
FORREST, S. Indigenous knowledge and its representation within Western Australia’s new curriculum framework. In: AUSTRALIAN INDIGENOUS EDUCATION CONFERENCE, 2000. Proceedings… Fremantle, 2000.
GAUTREAU, B. T.; BINNS I. C. Investigating student attitudes and achievements in an environmental place-bases inquiry in secondary classrooms. International Journal of Environmental & Science Education, v. 7, n. 2, p. 167-195, 2012.
GEORGE, R. Measuring change in students' attitudes toward science over time: an application of latent variable growth modelling. Journal of Science Education and Technology, v. 9, n. 3, p.213-225, 2000. Available at: ttp://www.jstor.org/stable/40186571. Accessed on: 13 Aug. 2012.
HART, M. A. Indigenous Worldviews, Knowledge, and Research: The Development of an Indigenous Research Paradigm. Journal of Indigenous Voices in Social works, v. 1, n. 1, p. 1-16, 2010. Available at: http://www.hawaii.edu/sswork/jivsw. http://hdl.handle.net/10125/12527. Accessed on: Aug. 2012.
HIGGS, P. In defence of local knowledge: a theoretical reflection. Indilinga- African Journal of Indigenous Knowledge System, v. 5, n. 1, p. 1-11, 2006.
IPSOS MORI SOCIAL RESEARCH INSTITUTE. public attitudes to Science 2011: Literature Review. [s/l], May 2011. http://www.ipsos-mori.com/assets/docs/ polls/sri-pas-2011-main-report.pdf. Accessed on: 20 March 2013.
KASANDA, C. et al. The Role of Everyday Contexts in Learner-centred Teaching: The practice in Namibian secondary schools. International Journal of Science Education, v. 27, n. 15, p. 1805–1823, 2005.
KHAN, G. N. and ALI. A. Higher Secondary School Students’ Attitude towards Chemistry. Asian Social Science, v. 8, n. 6, 2012.
NG’ASIKE, J. T. Children’s rights to education and indigenous knowledge in science teaching in Kenya. New Zealand Journal of Teachers’ Work, v. 8, n. 1, p. 55-67, 2011.
PROKOP, P.; TUNCER, G.; CHUDÁ, J. Slovakian students’ attitudes toward biology. Journal of Mathematics, Science & Technology Education, v. 3. n. 4, p. 287-295, 2007.
RAZA, G. and DU PLESSIS, H. A framework for Indigenous Knowledge Systems and Technology Research: A cross-cultural Indo-South African research project. Research. v. 36, n. 3, p. 336-341, 2001.
SALEH, S. Malaysian students’ motivation towards Physics learning. European Journal of Science and Mathematics Education, v. 2, n. 4, 2014, p. 223-232, 2014.
SHARMA; S.; BAJRACHARYA, R.; SITAULA, B. Indigenous Knowledge and Technology in Nepal – Review. Indian Journal of Traditional Knowledge, v. 8, n. 4, p. 569-576, 2009.
SNIVELY, G. and CORSIGLIA, J. Discovering Indigenous Science: Implications for Science Education. Science education, v. 85, p. 6–34, 2001.
VOS, P.; DEVESSE, T. G.; PINTO, A. A. R. Designing Mathematics Lessons in Mozambique: Starting from Authentic Resources. African Journal of Research In SMT Education, v. 11, n. 2, p. 51-66, 2007.
WEISS, M. M.; WALLNER, F. Indigenous knowledge and western science: contradiction or cooperation. In: COLLOQUIUM ON “INDIGENOUS KNOWLEDGE SYSTEMS”, Bloemfontein, 2004. Proceedings… Bloemfontein, 2004.
WHITELEGG, E.; PARRY, M. Real-life contexts for learning physics: meanings, issues and practice. Phys. Educ., v. 34, n. 2, p. 68-71, 1999.
YARA, P. O. Students Attitude Towards Mathematics and Academic Achievement in Some Selected Secondary Schools in Southwestern Nigeria. European Journal of Scientific, v.11, n. 3, p. 364-569, 2009.
