Disciplinary integration in the students’ conception of integrated high school

Moraes, Caroline Aparecida Sampaio Guimarães de; Bortolini, Maria Denise; Oliveira, Roselene Ferreira; Diemer, Odair

doi:10.1590/S1413-24782021260089

Caroline Aparecida Sampaio Guimarães de Moraes

Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul, Campo Grande, MS, Brazil.

https://orcid.org/0000-0001-5517-9800

Maria Denise Bortolini

Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul, Coxim, MS, Brazil.

https://orcid.org/0000-0003-1555-2193

Roselene Ferreira Oliveira

Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul, Coxim, MS, Brazil.

https://orcid.org/0000-0001-8287-4788

Odair Diemer

Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul, Campo Grande, MS, Brazil.

https://orcid.org/0000-0003-3527-2455

Caroline Aparecida Sampaio Guimarães de Moraes is a master’s student in professional and technological education at Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul (IFMS). Technician in educational affairs at the same institution. E-mail: caroline.ap.sampaio@gmail.com

Maria Denise Bortolini has a master’s degree in history from Universidade Federal de Santa Catarina (UFSC). She is a professor at Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul (IFMS). E-mail: maria.bortolini@ifms.edu.br

Roselene Ferreira Oliveira has a PhD in food science from Universidade Estadual de Maringá (UEM). She is a professor at Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul (IFMS). E-mail: roselene.oliveira@ifms.edu.br

Odair Diemer has a PhD in Aquaculture from Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP). He is a professor at Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul (IFMS). E-mail: odair.diemer@ifms.edu.br

Conflicts of interest: The authors declare they do not have any commercial or associative interest that represent conflict of interests towards the manuscript.

Authors’ contribution: Project Administration, Formal Analysis, Conceptualization, Data curation, Writing - first draft, Writing - review and editing: Moraes, C. A. S. G. de; Diemer, O. Investigation, Methodology: Moraes, C. A. S. G. de; Diemer, O.; Bortolini, M. D.; Oliveira, R. F.

Categories	Subcategories	Inferences	Example responses	Frequency
Categories	Subcategories	Inferences	Example responses	Class A	Class B
Positive perceptions about the methodology	Integration between the two subjects	Relationship between subjects Interaction between contents	“We can see how the contents meet” (Student A22). “In History classes we relate food preservation contents” (Student B9).	7	6
	Resources and techniques used	Video display Development of practical classes Organization of talking circles Slide show Text analysis	“The talking circle was a very good point” (Student A13). “Positive points: debate round, practical class in the laboratory” (Student B3). “Positive points, practical class, video about the content” (Student B10).	7	4
	Differentiated methodology	Involvement in classes Classes different from the usual ones Better understanding through the methodology	“The method used by the teacher was very different” (Student A6). “It differs from regular classes” (Student A21). “This methodology used was very positive, as it helped to understand better” (Student B2).	3	3
Negative perceptions about the methodology	Insufficient time	Difficulty of assimilation due to lack of time Need for more classes	“As there were few classes, it was not possible to better fix the content in mind” (Student A4). “It was a very short time, there should have been more” (Student B6).	1	1
Negative perceptions about the methodology	Large volume of content	Difficulty in understanding the integrated content Overload of worked content	“I found it very confusing to understand the two subjects together” (Student A1). “It’s like another subject, so more work” (Student B7).	1	1
Total				19	15
Did not answer the question				3	3

Categories	Subcategories	Inferences	Example responses	Frequency
Categories	Subcategories	Inferences	Example responses	Class A	Class B
The methodology contributed to learning	By the resources and techniques used	Use of different resources and techniques Development of practical classes	“Bring new things, not just remain on the blackboard” (Student A2). “In practice I learn much more” (Student A19). “I could understand better through the resources used in the classroom” (Student B5).	11	1
	By facilitating understanding	Assistance in understanding the content	“Because I was able to understand better” (Student A14). “Because it facilitated the understanding of the content” (Student B3).	4	4
	By the contents worked	Deepening of the topics covered New knowledge Expanding the vision of the content	“Deepened the content and it was possible to understand more about the concepts” (Student A9). “Provides us with a new view on the content” (Student A22). “Because we thought about the conditions of the food at that time” (Student B14).	6	9
	Others	Positive responses, but no motivation		0	2
The methodology did not contribute to learning	Because it makes understanding difficult	Difficulty in understanding the methodology	“Was very confused to understand this learning methodology” (Student A1).	1	0
Total				22	16
Did not answer the question				0	2

Categories	Subcategories	Inferences	Example responses	Frequency
Categories	Subcategories	Inferences	Example responses	Class A	Class B
The organization of the contents facilitated the understanding	By the articulation between the contents of the subjects	Complementarity between the contents of the subjects Joint work between subjects Deepening of contents	“Used two subjects which were History and Food Preservation and helped to understand more” (Student A5). “They were organized according to each other” (Student B9).	7	7
	By the teaching methods used	Clearer explanation	“The understanding became easier and clearer” (Student A22). “The understanding was clear” (Student B7).	4	4
	By the use of resources and techniques	Development of practical classes Differentiated resources and techniques	“We went to the laboratory to preserve the fish” (Student A7). “Several different forms with a small excerpt from a film [...] debate about stories” (Student A11).	3	0
	By organization of classes	Clarity in the steps developed Explanation of proposed activities	“Everything we did was very well explained” (Student A15). “We understand why we should do what would be proposed” (Student B3).	2	2
	Others	Positive responses, but no motivation		1	2
The organization of the contents did facilitate the understanding	Insufficient time	Speed in class development	“It was a hurry” (Student A14).	1	0
	Large volume of content	Difficulty in understanding the integrated content	“It made it a little difficult to assimilate the two contents” (Student A20).	1	0
Ambiguity		Indecision as to the ease or not of understanding	“I understood more or less” (Student A1). “A little of both” (Student B6).	1	1
Total				20	16
Did not answer the question				2	2

Categories	Subcategories	Inferences	Example responses	Frequency
Categories	Subcategories	Inferences	Example responses	Class A	Turma B
Would like to use it in other subjects	Integration between subjects	Relationship between different subjects Articulation between contents Expansion of subject knowledge	“That way I would learn two different things together” (Student A3). “Knowing the relationship that one subject can have with another” (Student A8). “This methodology contributed to the learning of these subjects; it can also help in other subjects” (Student B4).	9	4
	Generating greater interest	Stimulating interest in classes Differs from traditional classes	“Makes classes more interesting” (Student A16). “Because it takes us out of the usual boring routine, arriving, sitting down and listening” (Student A17).	9	1
	Facilitating learning	Facilitated understanding	“It is a better way to learn” (Student A19). “Because it literally helped me to understand” (Student B2).	3	9
	Others	Positive responses, but no motivation		0	2
Would not like to use it in other subjects	Makes understanding difficult	More difficult to understand the contents	“Because I would never understand the teachers’ content properly, and it would be too complicated” (Student A1).	1	0
Total				22	16
Did not answer the question				0	2

Disciplinary integration in the students’ conception of integrated high school

ABSTRACT