A Alga, o Índio e a Welwitschia: Storytelling como ferramenta de apoio ao Ensino e à Comunicação de Ciência
DOI:
https://doi.org/10.14295/remea.v36i3.9701Keywords:
Ciência. Educação. NarrativaAbstract
Pela exploração de narrativas sobre o Mundo Natural este trabalho propõe uma comunicação professor-aluno mais provocativa, potenciando maior aproximação à Ciência através de novos instrumentos pedagógicos. Como exemplos que ligam as práticas científicas à realidade quotidiana três livros sobre Biodiversidade e Sustentabilidade para diferentes públicos são apresentados em contexto educativo formal (escolas) e não-formal (Museu da Ciência da Universidade de Coimbra. Com base numa análise caracterizadora das histórias, e de ensaios que se revelaram facilitadores da motivação, compreensão e assimilação de conhecimento, sugerem-se linhas orientadoras e uma dinamização educativa alternativa na prossecução dos curricula escolares. A integrar regularmente no ensino das Ciências Naturais, estes diálogos em storytelling, sendo agregadores de interesses de docentes e estudantes, captam a atenção, estimulam a criatividade e predispõem para novas aprendizagens, práticas reflexivas e interventivas.Downloads
References
AMARAL, S.; MONTENEGRO, M.; FREITAS, F.; FORTE, T.; GIRÃO DA CRUZ, T. Science in Theatre-An Art Project with Researchers. Journal of Creative Communications, v. 12, n. 1, p. 1–18, 2017.
AUNOLA, K.; VILJARANTA, J.; LEHTINEN, E.; NURMI, J. The Role of Maternal Support of Competence, Autonomy and Relatedness in Children's Interests and Mastery Orientation. Learning and Individual Differences, v. 25, p. 171–177, 2013.
AVRAAMIDOU, L; OSBORNE, J. The Role of Narrative in Communicating Science. International Journal of Science Education, v. 31:12, p. 1683-1707, 2009.
BELL, James; FALK, John; HUGHES, ROXANNE; TROXEL, Geoff. Informal STEM Education: Resources for Outreach, Engagement and Broader Impacts. Washington, DC: Center for Advancement of Informal Science Education, 2016.
BIETTI, L.M.; TILSTON, O.; BANGERTER A. Storytelling as Adaptive Collective Sensemaking. Topics in Cognitive Science, p. 1–23, 2018.
BRAY, B.; FRANCE, B.; GILBERT, J. K. Identifying the Essential Elements of Effective Science Communication: What do the experts say? International Journal of Science Education, v. 2, n. 1, p. 23–41, 2012.
BROMELY, Gail; REGAN, Ellen; KAPELARI, Susan; DILLON, John; VERGOU, Asimina; WILLISON, Julia; BONOMI, Constantino; PAIVA, Isabel; SANTOS, Joaquim; TAVARES, Ana Cristina (2013). O manual do curso Inquire, Projeto INQUIRE, 2013, Coimbra, Portugal: Projeto Inquire. 2013.
CALDAS, Isabel; PESTANA, Isabel. Ciências da Natureza (5º ano): Projeto Desafios. Carnaxide: Santillana Constância Editores, 2010.
DAHLSTROM, M. Using narratives and storytelling to communicate science with nonexpert audiences. PNAS, v. 11, n. 4, 13614-13620, 2014.
DILLON, J.; DEWITT, J.; PEGRAM, E.; IRWIN, B.; CROWLEY, K.; KING, H.; KNUTSON, K.; VEALL, D.; XANTHOUDAKI, M. A Learning Research Agenda for Natural History Institutions. London: Natural History Museum, 2016.
DILLON, J.; RICKINSON, M.; TEAMEY, K; MORRIS, M. The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, v. 87, n. 320, p. 107 -111, 2006.
DRISSNER, J.; HAASE, H.; HILLE, K. Short-term environmental education - does it work? - An evaluation of the ‘green classroom’. Journal of Biological Education, v. 44, n. 4, p. 149-55, 2010.
FALK, J. H.; DIERKING, L. D.; ADAMS, M. Living in a Learning Society: Museums and Free-choice Learning. In: A Companion to Museum Studies. Edited by Sharon Macdonald, Wiley. 2011.
FANČOVIČOVÁ, J.; PROKOP, P. Plants have a chance outdoor: Educational programmes alter students´ knowledge and attitudes towards plants. Environmental Education Research, v. 17 n. 4, p. 537-551, 2011.
FLEER, M.; HAO, Y. Studying the landscape of families and children’s emotional engagement in science across cultural contexts. International Research in Early Childhood Education, v. 7, n. 1, p. 183–201, 2016.
FRACALANZA, H.; MEGID-NETO, J. O livro didático de ciências: o que nos dizem os professores, as pesquisas acadêmicas e os documentos oficiais. Ciência & Educação, v. 9, n. 1, p. 93-104, 2003.
FREZZA, G. Metaphor: the good argument in science communication. RIFL, v. 2, p. 21-33, 2016.
HEIN, G. E. Museum Education. In: A Companion to Museum Studies. Edited by Sharon Macdonald, Wiley-Blackwell Publishing Ltd. John Wiley & Sons Ltd, United Kingdom, 2011.
HILLIER, A.; KELLY, R.; KLINGER, T. Narrative style Influences citation Frequency in Climate changes. PLoS ONE, v. 11, n. 12: e0167983. 2016.
HOOPER-GREENHILL, Eilean. Studying Visitors. In: A Companion to Museum Studies. Edited by Sharon Macdonald. Wiley-Blackwell Publishing Ltd. John Wiley & Sons Ltd, United Kingdom, 2011.
JONES, M.D.; CROW, D. A. How can we use the ‘science of stories’ to produce persuasive Gail; VERGOU, ASIMINA; WILLISON, Julia. Train the Trainer – The INQUIRE Course Manual, London: BGCI, 2013.scientific stories? Palgrave Communications, v. 3, n. 53. 2017.
KAPELARI, Susan; BONOMI, Constantino; DILLON, John; REGAN, Ellen; BROMLEY,
KEYSERS, C.; GAZZOLA, V. Expanding the mirror: Vicarious activity for actions, emotions, and sensations. Current opinion in neurobiology, v. 19, n. 6, p. 666-71. 2009.
KRAUS, N.; WHITE-SCHWOCH, T. Neurobiology of everyday communication: what have we learned from music? The Neuroscientist, v. 23, n. 3, p. 287-298. 2017.
KRAUSE, R.J.; RUCKER, D. D. Strategic Storytelling: When Narratives Help Versus Hurt the Persuasive Power of Facts. Pers Soc Psychol Bull. Jun10:146167219853845146167219853845. 2019.
LAAKSOHARJU, T.; RAPPE, E. Children's relationship to plants among primary school children in Finland: Comparisons by location and gender. HortTechnology, v. 20, n. 4, p. 689-695. 2010.
LINDEMANN-MATTHIES, P. 'Loveable' mammals and 'lifeless' plants: how children's interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, v. 27, n. 6, p. 655-677. 2005
LINDEMANN-MATTHIES, P.; COSTAS, C.; LEHERT, H.-J.; NAGEL, U.; RAPER, G.; KADJI-BELTRAN, C. Confidence and Perceived Competence of Preservice Teachers to Implement Biodiversity Education in Primary Schools-Four comparative case studies from Europe, International Journal of Science Education, v. 33, n. 16, p. 2247-2273. 2011.
LINETT, P. Interview with Ben Lillie on Science and the Story Collider. Curator, v. 56, n. 1, p. 15–19. 2013.
LOHR, V.; PEARSON-MIMS, C. Children´s active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults. HortTechnology, v. 15, n. 3, p. 472-476. 2005.
MARTINEZ-CONDE, S.; MACKNIK, S.L. Opinion: Finding the plot in science storytelling in hopes of enhancing science communication. Proceedings of the National Academy of Sciences. PNAS. v. 114, n. 31, p. 8127–8129. 2017.
MATTEMAN, Y.; DAMSA, W. Research-minded education in Science Museums. Spokes, v. 27, p. 1-14. 2017.
MCKINNON, M.; VOS, J. Engagement as a Threshold Concept for Science Education and Science Communication. International Journal of Science Education, Part B, v. 5, n. 4, p. 297-318. 2015.
MCSILL, John. 5 Lições de StoryTelling: Fatos, Ficção e Fantasia. Editora TopBooks: Rio de Janeiro, Brasil. 2015.
MONTENEGRO, Mário. A emergência da Ciência Moderna e a sua representação no texto dramático. Tese de Doutoramento, Faculdade de Letras da Universidade de Coimbra. 2016.
NATIONAL ACADEMIES OF SCIENCES, ENGINEERING, AND MEDICINE. Communicating Science Effectively: A Research Agenda. Washington, DC: The National Academies Press. 2017.
OSBORNE, J.; DILLON, J.. Science Education in Europe: Critical Reflections. A Report to the Nuffield Foundation. London: King´s College of London. 2008.
PANY, P.; LÖRNITZO, A.; LISA AULEITNER, L.; HEIDINGER, C.; LAMPERT, P.; KIEHN, M. Using students’ interest in useful plants to encourage plant vision in the classroom. Plant Science Bulletin, v. 60, n. 1, p. 18-27, 2019.
PEARCE, Susan. Museums, Objects and Collections. Smithsonian Institution Press: Washington DC., 1992.
RANDLER, C.; OSTI, J.; HUMMEL, E. Decline in Interest in Biology among Elementary School Pupils during a Generation. Eurasia Journal of Mathematics, Science &Technology Education, v. 8, n. 3, p. 201-205. 2012.
REIS, Marlene Barbosa de Freitas, LIMA, Daniela da Costa Brito Pereira, DESIDERIO, Mónica. Desenvolvimento, educação e sustentabilidade: questões emergentes e desafiadoras. Rev. Electronica Mestr. Edu. Ambien. Rio Grande, v. 35, n.3, p. 4-22, set./dez. 2018.
ROSE, J.A. To Teach Science, Tell Stories. Project Master of Arts in the Graduate Liberal Studies Program in the Graduate School: Department of Biology, Duke University. 2017.
SANDERS, D. L. Making public the private life of plants: the contribution of informal learning environments. International Journal of Science Education, v. 29, n. 10, p. 1209-1228. 2007.
TAVARES, A.C. A alga que queria ser flor/The algae who wanted to be a flower. Imprensa da Universidade de Coimbra: Coimbra, Portugal. Livro bilingue, em cinco versões. 2013.
TAVARES, A.C. Educação em Jardins Botânicos – 16 anos de experiência. Málaga: Eumed - Universidade de Málaga. In: http://www.eumed.net/libros-gratis/2015/1442/index.htm. 2015.
TAVARES, A.C. Sessenta minutos no deserto com… Welwitschia mirabilis! Edições MinervaCoimbra: Coimbra, Portugal. 2017a.
TAVARES, A.C. Metodologia IBSE no ensino aprendizagem das ciências da natureza: casos de estudo em espaços exteriores à sala de aula. Relatório de Pós-doutoramento. Faculdade de Psicologia e Educação da Universidade Católica do Porto, Centro de Estudos em Desenvolvimento Humano. Biblioteca virtual Eumed, Universidade de Valencia. http://www.eumed.net/libros/libro.php?id=1666. 2017b.
TAVARES, A.C. Diálogo museológico interdisciplinar em prol da biodiversidade: um evento performativo. Aula, Museos y Colecciones de CienciasNaturales, Real Sociedad Española de Historia Natural, v. 5, p. 83-97. 2018.
TAVARES, A.C.; PEREIRA G. O Índio que queria conhecer o mundo. Edição de autor. Coimbra, Portugal. 1ª Edição, novembro 2018.
TAVARES, A.C.; CABRAL, I.; ALVES, J. M. Alunos jovens (7 a 12 anos de idade) podem aprender a importância e a evolução das plantas? Casos de estudo com a metodologia IBSE. 23 e 24 de Julho 2015, Universidade Católica Portuguesa do Porto. Faculdade de Educação e Psicologia. Atas do I Seminário Internacional sobre Educação, Território e Desenvolvimento Humano, Vol. II., 95-109. Editor: Universidade Católica Portuguesa do Porto. Faculdade de Educação e Psicologia: Porto. 2015a.
TAVARES, A.C.; CABRAL, I.; ALVES, J. M. Teaching and learning Natural Sciences with IBSE methodology: a study outside classroom. END 2015. 27-29 June, 2015, Porto. Portugal. International Conference on Education and New Developments Proceedings Book. Edited by Mafalda do Carmo, World Institute for Advanced Research Science (WIARS), Lisbon, Portugal. 2015b. p. 616-619.
TAVARES, A.C.; SILVA, S.; BETTENCOURT, T. Advantages of Science Education Outdoors through IBSE Methodology. In: Patrick Blessinger, John M. Carfora (ed.) Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, v. 4. Emerald Group Publishing Limited, pp.151-169. Editor(s): Patrick Blessinger, John M. Carfora. 2015a.
TAYLOR, C.; DEWSBURY, B.M. On the Problem and Promise of Metaphor Use in Science and Science Communication. Journal of Microbiology & Biology Education, v. 19, n. 1, p. 1-5, 2018.
VAN AALDEREN-SMEETS, S.; VAN DER MOLEN, J.; VAN HEST, E.; POORTMAN, C. G. Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry. International Journal of Science Education, v. 39, n. 2, p. 238–256, 2017.
VASCONCELOS, C.; TORRES, J.; MOUTINHO, S.; MARTINS, I.; COSTA, N. Uncovering Portuguese teachers’ difficulties in implementing sciences curriculum. Cogent Education, v. 2, n. 1, p. 1060755. 2015.
VON MOSSNER, A.W. Affective Ecologies: Empathy, Emotion, and Environmental Narrative. Frederick Luis Aldama, Patrick Colm Hogan, Lalita Pandit Hogan, and Sue Kim, Series Editors. Ohio State University: Press Columbus. 2017.
WAGENSBERG, J. The "total" museum, a tool for social change. História Ciências Saúde-Manguinhos, v. 12(Suppl), p. 309-321, 2005.
WANDERSEE, J.; SCHUSSLER, E. Toward a theory of plant blindness. Plant Science Bulletin, v. 47, n. 1, p. 2-9, 2001.
WITCOMB, A. Interactivity: Thinking Beyond. In: A Companion to Museum Studies. Edited by Sharon Macdonald. Wiley-Blackwell Publishing Ltd. John Wiley & Sons Ltd, United Kingdom, 2011.
YOREK, N.; ŞAHIN, M.; AYDIN, H. Are Animals ‘More Alive’ than Plants? Animistic-Anthropocentric Construction of Life Concept. Eurasia Journal of Mathematics Science & Technology Education, v. 5, n. 4, p. 371-380, 2009.
ZABEL, J. Narrative and Metaphor as Conceptual Tools for Understanding Evolution Theory. Proceedings of the International Conference Innovazione nella didattica delle scienze nella scuola primaria e dell’infanzia, p. 1-18, 2014.
ZACK, P.J. Why Inspiring Stories Make Us React: The Neuroscience of Narrative. Cerebrum, v. 2, 2015.
