Activity with Parents on the Computer ¿NanoAPC¿: Contributions to the learning of Nanotechnology in the context of Chemistry subject; [ATIVIDADE COM PAIS NO COMPUTADOR ¿NANOAPC¿: CONTRIBUTOS PARA A APRENDIZAGEM DA NANOTECNOLOGIA NO CONTEXTO DA DISCIPLINA DE QUÍMICA]

• Tipo: Artigo em Revista Científica Internacional
• Data: 2024

Autores

Relvão da Silva, N (Autor) Outra; Carlos de Matos Paiva, J (Autor) Outra; Carla Morais (Autor) FCUP

Revista

Título: Investigacoes em Ensino de Ciencias

Vol. 29

Páginas: 117-134

ISSN: 1518-9384

Editora: Universidade Federal do Rio Grande do Sul, Instituto de Fisica

Indexação

Scopus - 0 Citações

Outras Informações

ID Authenticus: P-010-C4Y

DOI: 10.22600/1518-8795.ienci2024v29n1p117

Abstract (EN): Activities with Parents on the Computer are pedagogical tasks based on socially relevant disciplinary content with the aim of establishing the school-home connection and collaboration between parents and students, to promote digital literacy and literacy in a specific domain. This article addresses a study that aimed to investigate the contribution of the Activity with Parents on the Computer "NanoAPC", both for the development of knowledge of 8th grade students about the area of nanotechnology, and to raise awareness among parents/guardians for the said area. The activities were proposed in a formal learning environment, the school, but were carried out at home by the student and one of the parents or guardian. NanoAPC intended to help students to learn Chemistry contents contextualized with the advances and applications of nanotechnology in society, from a socio-scientific perspective. A quasi-experimental research plan was implemented, with 58 students and 58 parents/guardians participating. Students were divided into two experimental conditions that were tested: groups 1 and 2, subject to NanoAPC, but with a different initial intervention, and group 3, subject to an activity sheet. All groups were subjected to a questionnaire as a pre-test and post-test, respectively before and after the intervention. The results, resulting from the analysis of the pre-test and post-test and the answers given in the respective activity sheets, show that the students in groups 1 and 2 showed a significant improvement in their knowledge of nanotechnology compared to those in group 3. We conclude that the NanoAPC digital resource is useful for teachers who show an interest in addressing nanotechnology but who have time constraints due to curriculum management. In addition, it promotes the parent-student-computer triangulation and, consequently, raises parents' awareness of this area. © 2024 Universidade Federal do Rio Grande do Sul, Instituto de Fisica. All rights reserved.

Idioma: Português

Tipo (Avaliação Docente): Científica

Nº de páginas: 17