The use of new communication technologies favoring the learning of science teaching in elementary school
Keywords:Science teaching; New technologies; Interdisciplinary Practices.
This paper aims to analyze the use of New Information and Communication Technologies from the results of a qualitative research, conducted with a group of teachers of the Early Years of Elementary School of a municipality in the interior of the state of Rio de Janeiro, about the their use by teachers. The focus was the use of the notebook for the organization of lesson planning to be developed in the area of science education. The concern is about how this area of knowledge has been worked on in elementary school in the early years and it is intended to analyze the use of media resources by teachers as strategies of teaching material, taking into account the teaching practice and the interest of teachers. students in the classroom, using them. It is noteworthy that the computers were distributed to the teachers of the school units of the municipality, with the purpose of being used and explored in the organization and preparation of the lesson planning by the teachers. Thinking about the development of an interdisciplinary teaching practice and student interaction in more dynamic classes. It is understood that diversified teaching practices lead to interdisciplinary practice. This paper aims to alert to the need to improve the methodology of classroom work in the Early Years of Elementary School, regarding the use of New Communication Technologies.
Keywords: Science Teaching; New Technologies; Interdisciplinary Practices.
Auad, D. (2005). Os Parâmetros Curriculares Nacionais e os Temas Transversais, 18 de Setembro de 2005 03h00min.
Parâmetros Curriculares Nacionais. (1988). Secretaria de Educação Fundamental. Brasília, 1988.
Souza, I. M. A., Souza, L. V. A. (2010), O uso da tecnologia como facilitadora da aprendizagem do aluno na escola. Itabaiana: GEPIADDE, Ano 4, Volume 8 | jul-dez de 2010. https://seer.ufs.br/index.php/forumidentidades/article/view/1784. Modulos I, II, III, IV – Curso de Especialização em Educação Tecnológica – CEFET – RJ.
Souza, R. B. (2012). O Uso das Tecnologias na Educação. Publicado na Revista Pátio. http://www.grupoa.com.br/revista-patio/artigo/5945/o-uso-das-tecnologias-na-educacao.aspx
Vygotsky, L. S.; Luria, A. R.; Leoniev, A. N. (Org.) (1978). Linguagem, desenvolvimento e aprendizagem. São Paulo: Ícone, p. 57.
Tardif, M. (2002). Saberes docentes e a formação profissional. Petrópolis/RJ: Vozes.
Vygotsky, Lev. S. (2010). Aprendizagem e desenvolvimento na Idade Escolar. In: Linguagem, desenvolvimento e aprendizagem. Vigotsky, L. Luria, A. Leontiev, A.N. 11ª. Edição. São Paulo: Ícone, p. 103-116.
Vygosky, Lev. S. (2011). O desenvolvimento dos conceitos científicos na infância. Cap. 6. Pensamento e linguagem, p. 93-95. Versão para eBook eBooksBrasil.com. Disponível em: www.jahr.org. Acesso, 25 de junho de 2011.
Ward, H; Roden, J.; Hewlett, C.; Foreman, J. (2010). Ensino de Ciências. 2a. Ed, Porto Alegre, Artmed.
How to Cite
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.