O processo de construção de um game para o reconhecimento dos níveis de alfabetização científica e tecnológica no ensino de Química

Abstract

The present dissertation aimed to analyze the contributions of building a game to the recognition of the Scientific and technology literacy levels of High school first graders on the discipline of chemistry. For doing so, Reflection was made on some concepts that oriented literacy levels, represented here by the Bybee categories (1997), denominated as Nominal, Functional, Conceptual and Processual and Multidimensional, and complemented for Fourez (2005). For structuring these conceptions according to the knowledge deepness and the Scientific and technology literacy of the players, the curricular guidelines were also analyzed: both the national and state curricular guidelines, besides the National Curricular Parameters regarded to the subject of Chemistry. Articulated to these concepts and characteristics. The potentialities of an Information technology and communication feature such as a game were considered for building an Open Educational Feature, which could represent a proposal for the identification of the different levels of Scientific and technological knowledge of the students, in which students could live the actions related to the daily routine and, anchored on their decisions face to the problemsituations, be classified into the 4 Scientific and technology levels proposed. Thus, we have delivered, as educational products, a game structured in four phases (each of them responsible for verifying the development of a Scientific and technology literacy level), each one with its different situation-problem propositions, cognitive processes and curricular contents, and a e-book in a tutorial model, for players and teachers to be able to comprehend the game intentions, its features and system, intending to facilitate the process of adaptation of its logical structure for different social-cultural realities. Later, the game was analyzed with a qualitative approach of interventional development nature, having the data resulted subject to a content verification process, as exposed by Minayo (2007), by meaningful cores elaboration, determined as curricular content, potential of Information Technologies, coherence of the assessment process and conception of the Scientific technologic knowledge levels. In that way it could be verified that the game building process had contributed to the comprehension of the complexity and specifications of each level of scientific technologic knowledge, which favored an adequate theoretical transition to a practical learning format focusing scientific and technologic literacy. Finally, it was recognized, as relevant the use of technological features on the elaboration of educational processes related to scientific and technologic literacy, once they make it possible to extrapolate to contexts compatible to the students reality, to reduce bounding cognitive aspects present into conventional teaching conceptions and stimulate the reflexive teaching practice and the use of this or other games as assessing materials.