Máquinas de Rube Goldberg: aportes para o ensino de Ciências e Matemática

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Pedro Zany Caldeira
Ana Paula Bossler

Resumo

Estudantes de duas licenciaturas (Ciências da Natureza e Matemática) foram incentivados pelos docentes de uma disciplina de Mídia e Educação a conceber, montar e analisar máquinas de Rube Goldberg, de modo a verificar-se como estas podem ser usadas em contextos de ensino. Nas máquinas analisadas os estudantes conseguiram identificar 90% dos fenômenos da Física e 25% dos fenômenos da Química presentes e nenhum dos princípios matemáticos incluídos na sua estrutura. No entanto, do conjunto dos fenômenos científicos incluídos no funcionamento das máquinas, eles só conseguiram nomear parcialmente um. Estes resultados levaram os professores a pedirem aos estudantes para apresentarem as suas máquinas usando a terminologia e o vocabulário científico corretos. Nessa apresentação os estudantes apenas erraram a nomeação de dois fenômenos científicos, ficando explícito o impacto da pedagogização do exercício e do discurso dos professores (explicação usando terminologia e vocabulário científico e matemático correto) sobre as aprendizagens dos alunos.


 

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Como Citar
Caldeira, P. Z., & Bossler, A. P. (2018). Máquinas de Rube Goldberg: aportes para o ensino de Ciências e Matemática . Ensino Em Re-Vista, 25(2), 369-391. https://doi.org/10.14393/ER-v25n2a2018-6
Seção
Dossiê- Pesquisa em Educação em Ciências e Matemática nos contextos escolares

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