Design thinking em STEM
promovendo a alfabetização científica e a conscientização sobre sustentabilidade em futuros professores de ciências (PISA-2025)
DOI:
https://doi.org/10.22633/rpge.v29iesp3.20678Palavras-chave:
Alfabetização científica, Design Thinking, STEM, Sustentabilidade, Formação de professoresResumo
: Este estudo investiga como os projetos STEM estruturados pelo design thinking aprimoram simultaneamente as competências de alfabetização científica alinhadas ao PISA-2025 e do Sustainability Awareness Framework (SusAF) em futuros professores de ciências. Um projeto de grupo único, métodos mistos, quase experimental, foi aplicado a 76 graduandos em educação científica em uma universidade pública da Indonésia. Os dados quantitativos foram coletados com um teste de alfabetização científica PISA adaptado (α = 0,83) e o questionário SusAF (α = 0,87) e analisados por meio de testes t de amostra pareada e tamanhos de efeito. Os resultados mostram ganhos significativos na alfabetização científica (ΔM = 0,37; p < 0,001; d = 0,81) e na conscientização sobre sustentabilidade (ΔM = 0,42; p < 0,001; d = 0,75). Os temas qualitativos destacam o pensamento sistêmico aprimorado, o raciocínio baseado em evidências e a autoeficácia profissional. As implicações para os currículos de formação de professores e políticas de integração de TIC são discutidas, enfatizando o valor do andaime metodológico e da escala institucional. As limitações do estudo incluem amostragem intencional e falta de um grupo controle. Pesquisas futuras devem comparar diferentes domínios STEM e examinar os impactos longitudinais.
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