O que se mostra com o uso do portfólio reflexivo online no desenvolvimento e apresentação de trabalhos em feiras de ciências?

Abstract

This work presents the theoretical and methodological discussion on ways of records during the elaboration and presentation of works in Science Fairs. After the bibliographical survey, we found that there are not instruments that are able to deal with this theme. Thus, the objective of this research was to propose/investigate the use of the Online Reflective Portfolio (PRO) prototype as an instrument for recording, monitoring and evaluating activities developed during the preparation of works for Science Fairs. The research is characterized as qualitative, phenomenological hermeneutic, based on Bicudo and uses the PRO as an object of study. The methodological procedures use bibliographic and field research, bringing as a central question “what is it that shows?” in the use of portfolios in the activities developed during the construction of projects for Science Fairs. For the production of research data, semi-structured interviews were considered, initial and final, applied to the target audience, a guiding teacher and a group of students from the 3rd year of high school, of which one student was a scholarship holder of the Junior Scientific Initiation Program (JSIP) of the Science Fair project at the Federal University of Pampa (UNIPAMPA), as well as the analysis of the use of PRO by the research subjects. Data were analyzed in the light of Textual Discursive Analysis (TDA), based on Moraes and Galiazzi. From the analysis come two categories: The PRO as an instrument for recording, evaluation and self-assessment; The PRO as a methodological tool helping to train young researchers. The results show that the PRO, when used as a recording, assessment and self-assessment instrument, provides constant review and reflection of the work developed, providing a continuous and conscious assessment, which organizes the learning path. As a methodological tool enable interaction and information sharing, student autonomy, favoring critical thinking, development of new ideas and consequently helping in the training of the young researcher. However, we identified the need to insert a specific folder for assessment, which allows the student to self-assess, assess their peers and, subsequently, an assessment by the teacher. The research also revealed the possibility of developing a definitive version of the PRO, as an instrument and/or system, which can be used in Science Fairs or in other educational contexts.