scholarly journals Ecossistemas Costeiros e Poluição das Águas: há Abordagem CTSA nos Livros Didáticos do Ensino Médio?

2021 ◽  
Vol 22 (4) ◽  
pp. 556-566
Author(s):  
Carolina Silveira Santos ◽  
Carmen Regina Parisotto Guimarães
Keyword(s):  
Water Pollution ◽  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Collective Responsibility ◽  
School Students ◽  
Teaching Methodologies ◽  
Technology Application ◽  
History Of

ResumoA abordagem Ciência-Tecnologia-Sociedade-Ambiente (CTSA) permite uma visão crítica sobre a ciência e a tecnologia e seus impactos, sejam esses positivos ou negativos, na sociedade e no ambiente, e os livros didáticos (LD), amplamente presentes na realidade escolar, se configuram como um importante aliado para tratar destas questões. Assim, este estudo se propõe a verificar a ocorrência desta abordagem nos livros didáticos do Ensino Médio, adotados pela rede estadual de ensino no município de Estância, SE, nos tópicos que retratam os temas ecossistemas costeiros e a poluição das águas. As categorias adotadas para análise foram: 1) relação de exemplos com a realidade; 2) presença de história da ciência; 3) relações entre a responsabilidade individual e a coletiva; 4) impactos sociais na aplicação da tecnologia; 5) a tecnologia na resolução de problemas e 6) tomada de decisões e resolução de problemas. A partir das análises dos quatro livros didáticos utilizados, nota-se que o enfoque CTSA tem sido abordado nos livros didáticos e que o tópico referente à poluição das águas surgem em uma relação CTSA, que está mais estabelecida. Uma maneira de contornar as lacunas existentes nos LD são elaborações ou busca de sequências didáticas direcionadas ao tema que não são aprofundadas nos livros. O livro didático sendo um material amplamente presente na realidade escolar se apresenta como um importante aliado dos professores, quando devidamente explorado, para promover uma aprendizagem crítico-reflexiva junto aos alunos do Ensino Médio. Palavras-chave: Recursos Didáticos. Ensino E Aprendizagem. Metodologias de Ensino. AbstractScience-Technology-Society-Environment approach (STSE) allows a critical view of science and technology and its impacts, whether positive or negative, on society and the environment, and Didactic Books (DB), widely present in reality school, are configured as an important ally to address these issues. Thus, this study aims to verify the occurrence of this approach in high school textbooks, adopted by the state school system in the municipality of Estância, SE, in the topics that depict the themes of coastal ecosystems and water pollution. The categories adopted for analysis were: 1) relation of examples to reality; 2) presence of a history of science; 3) relationships between individual and collective responsibility; 4) social impacts on the technology application; 5) technology in problem solving and 6) decision making and problem solving. From the analysis of the four textbooks used, it is noted that the STSE approach has been addressed in the textbooks and that the topic referring to water pollution is where the STSE relationship is most established. One way to circumvent possible gaps in the DB is to elaborate or search for didactic sequences directed to the theme that are not discussed in depth in the books. The textbook, being a material widely present in school reality, is an important ally for teachers, when properly explored, to promote critical-reflective learning with high school students. Keywords: Didactic Resources. Teaching and learning. Teaching Methodologies.

scholarly journals PENGEMBANGAN MEDIA POP-UP BOOK BERBASIS CONTEXTUAL TEACHING AND LEARNING DALAM PENCAPAIAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Dwi Oktaviana ◽  
Iwit Prihatin ◽  
Fahrizar Fahrizar
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Junior High School Students ◽  
Student Response ◽  
School Students ◽  
Contextual Teaching

Penelitian ini bertujuan untuk menghasilkan media Pop-Up Book berbasis Contextual Teaching and Learning (CTL) dalam pencapaian kemampuan pemecahan masalah siswa SMP yang valid, praktis, dan efektif. Penelitian ini adalah penelitian pengembangan Thiagarajan dengan 3 tahap yaitu tahap define, design, dan develop. Produk valid dilihat dari hasil validasi ahli, produk praktis dilihat dari hasil angket, sedangkan produk efektif dilihat dari hasil uji coba. Hasil validasi para ahli memperoleh aspek materi dinyatakan valid dengan hasil sebesar 82,42%, sedangkan aspek media dinyatakan sangat valid dengan hasil sebesar 86,15%. Hasil angket respon guru memperoleh hasil sebesar 90,59%, sedangkan hasil angket respon siswa diperoleh hasil sebesar 89,12% dengan kriteria sangat praktis. Hasil uji coba memperoleh hasil sebesar 81,58% dengan kriteria efektif dimana terdapat 31 siswa yang tuntas dan 7 siswa yang tidak tuntas dari standar kelulusan minimum yang ditentukan oleh sekolah adalah 75 untuk mata pelajaran matematika. Dengan demikian, dapat disimpulkan media Pop-Up Book berbasis CTL dapat menfasilitasi pencapaian kemampuan pemecahan masalah siswa SMP. AbstractThis study aims to produce a Pop-Up Book media based on Contextual Teaching and Learning (CTL) in achieving valid, practical, and effective problem solving abilities of junior high school students. This research is a Thiagarajan development study with 3 stages: define, design, and develop. The validity of the product is seen from the results of expert validation, the practicality of the product is seen from the results of the questionnaire, while the effectiveness of the product is seen from the results of the trial run. The results of the validation of the experts obtained the material aspect was declared valid with 82.42%, while the media aspect was declared very valid with 86.15%. The results of the teacher questionnaire responses obtained of 90.59%, while the results of student response questionnaires obtained of 89.12% with very practical criteria. The trial results obtained of 81.58% with effective criteria where there are 31 students who completed and 7 students who did not complete the minimum graduation standards determined by the school is 75 for mathematics. Therefore, it can be concluded that CTL-based Pop-Up Book media can facilitate the achievement of junior high school students' problem solving abilities.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

scholarly journals Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

2019 ◽  
Author(s):  
Pawan Tyagi ◽  
Christine Newman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Chemical Engineering ◽  
Technical Writing ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Problem Solving Skills ◽  
High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

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