Linguagem científica e aprendizagem significativa em abordagem de astronomia no ensino fundamental

Abstract

Evaluate contributions and limitations concerning the use of blog´s technology as teaching empowering tool, especially in primary education, is the subject of this dissertation. Through the blog employment, is expected to foster the development and mastery of scientific language, and consequent understanding of content related to natural science, allowing the recording and analysis of topics related to astronomy and science. The analysis presented throughout this work is based on the assumptions of the Meaningful Learning Theory of David Ausubel and collaborators, and the Zone of Proximal Development, concept of Lev Vygotsky Learning Theory. The data consisted of records made by students, teachers and other participants in blog, complemented by work done by students in the classroom. Data were analyzed using content analysis and, therefore, were organized into two sets: the first refers to students in the 5th grade, along 2011 and 2012; the second set relates to the same students in 2015 and 2016, in the 9th grade. Among the results obtained, it is highlighted that the shared use of communication technologies (ICT) encouraged curiosity and interaction between the participants of the blog, a fact that may have contributed to the improvement of language use and ownership of scientific concepts by students. It is expected that blogs as reported in this work could be a meaningful tool for scientific language appropriation for other realities and levels of education, and encourages the continued and collaborative learning among participants.