Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review

Abstract

We discuss relationships of consistency and coherence in teaching and learning processes at the interface of Meaningful Learning Theory and Science Teaching through Research. For this, we analyze works that, explicitly or implicitly, have carried out such amalgamation in the 2013, 2015 and 2017 editions of ENPEC/ABRAPEC, an environment that promotes and disseminates academic knowledge of relevance and impact; procedurally, we used Discursive Textual Analysis in a descriptive approach to a narrative review, in which the search for sources is not systematic and is usually less comprehensive, although useful as a primary exploration of the research field. Five argumentative categories were identified: (i) authors of reference regarding the TAS; (ii) methodological approachs; (iii) scientific literacy and its potential contributions to science teaching; (iv) the student as an active/participating subject in their learning; and the (v) use of digital technologies as a qualification strategy for science teaching. The results indicated that the most frequent authors were Ausubel, Novak and/or Gowin; the methodological approaches of the works were not mainly defined, although actions/instruments were mentioned; as for scientific literacy, there was an emphasis on students, noting that the mere appropriation of media resources does not underlie the foundations of the specialized knowledge that teaching of a scientific nature requires; in relation to the student as an active/participative subject, this could be seen induced by the use of methodologies in the configuration of space-times that favor reflection/problematization of knowledge and actions; as for digital technologies, they were recurrently recommended in didactic approaches, mediated directively by the teacher with an emphasis on participation, cooperation and research.