Metamodelagem no ensino de citologia: criação e validação de uma matriz de referência

Abstract

The definition of curricular content is a recurring theme in research on science didactics. Works that accommodate this discussion generally include the thesis that science education should not be limited to the products of science. In other words, the interest in the nature of constructed knowledge is embodied in a primary approach for the renewal of teaching. Academic papers recognize the central role of models in fulfilling part of this goal, but the lack of more specific guidelines may compromise their educational potential. The objective of this study is to propose and validate a metamodeling reference matrix aimed at consensual imaging models in cytology. We adopted a mixed approach, of the exploratory sequential type, with an interventional methodological design through development research. Qualitative data were collected through bibliographic review and mixed questionnaire. These were analyzed through typological and interpretative analysis. Quantitative data were collected using a mixed questionnaire and analyzed using the content validity index (CVI), with a sample of ten judges. The results were summarized in two blocks. The first was embodied in the constructed matrix, composed of three modeling cycles and 30 teaching indicators. The second consisted of the validation process. The matrix was validated by reaching an S-CVI of 0.97, with a cutoff point of 0.8 according to the consulted literature.