The relevance and necessity of Science Teaching for students in the Initial Years of Elementary Scholl
DOI:
https://doi.org/10.33448/rsd-v11i7.29624Keywords:
Science teaching; Natural sciences; Importance of science; Elementary school; Initial years.Abstract
The National Curricular Common Base brings in its text that the ultimate purpose of the Science area is the development of the capacity to act in and on the world, important for the full exercise of citizenship. Learning in this area of knowledge enables students to understand, explain and intervene in the world in which they live. The same area proves to be a great contribution to the challenge of preparing students to make responsible and conscious decisions in society. In this sense, this article brings up discussions on the relevance of Science for children in the formative phase, whose research objective was to understand the relevance and need to teach Natural Sciences in the Initial Years of Elementary School. Therefore, the research in question was based on a qualitative bibliographic research. Data analysis was performed according to Laurence Bardin's content analysis assumptions. As a result, we can show that the area of Natural Sciences presents itself as a fundamental part of human survival and coexistence, since through their learning the child can come to understand the world that surrounds them and consciously intervene in it. However, this subject has gained a residual role within teaching with regard to the first school years, where it has been left in the background, giving priority to the areas of Mathematics and Languages.
References
Bardin, L. (2006). Análise de conteúdo (L. de A. Rego & A. Pinheiro, Trads.): Edições 70.
Bizzo, N. (2008). Ciências: fácil ou difícil? (2ª. ed.): Ática.
Borges, R. M. R., & Moraes, R. (1998). Educação em Ciências nas séries iniciais: Sagra Luzzatto.
Brasil. (1997a). Secretaria da Educação Fundamental. Parâmetros curriculares nacionais: Arte: MEC/SEF.
Brasil. (1997b). Secretaria da Educação Fundamental. Parâmetros curriculares nacionais: Ciências Naturais. Brasília: MEC/SEF.
Brasil. (2017). Base Nacional Comum Curricular: Educação é a Base. http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=79611-anexo-texto-bncc-aprovado-em-15-12-17-pdf&category_slug=dezembro-2017-pdf&Itemid=30192. Acesso em: 17 de outubro de 2019.
Carvalho, R. S. C., Miranda, S. do C., & De-Carvalho, P. S. (2020). O ensino de Ciências por Investigação e suas contribuições na Educação Básica: uma revisão sistemática da literatura. Research, Society and Development, 9(11), 1-26.
Chassot, A. I. (2006). Alfabetização científica: questões e desafios para a educação. (4ª. ed.): Ed. da UNIJUÍ.
Freire, P. (1996). Pedagogia da Autonomia: saberes necessários à pratica educativa. (25ª. ed.): Paz e Terra.
Fumagalli, L. (1998). O ensino de ciências naturais no nível fundamental de educação formal: argumentos a seu favor. In: WEISSMANN, Hilda (Org.). (1998). Didática das ciências naturais: contribuições e reflexões, Porto Alegre: ArtMed.
Harlen, W. (1994). Enseñanza y aprendizaje de las ciencias. (2ª ed.): Morata.
Lakatos, E. M., & Marconi, M. de A. (2008). Metodologia Científica. (5ª. ed.): Atlas.
Lorenzetti, L. (2000). Alfabetização científica no contexto das Séries Iniciais. 2000, 135f. Dissertação (Mestrado em Educação), Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Educação, Florianópolis, 2000.
Lorenzetti, L., & Delizoicov, D. (2001). Alfabetização Científica No Contexto Das Séries Iniciais. Pesquisa em Educação em Ciências, 3(1), 45-61.
Oliveira, M. E. P. A., Barroso, M. C. da S., & Holanda, F. H. de O. Ensino de Ciências na educação básica: a aprendizagem dos alunos e a prática dos professores sob a ótica das avaliações. Research, Society and Development, 9(7), 1-12.
Pereira, G. R., Alves, G. H. V. S., & Coutinho-Silva, R. (2020). Educação Científica nos anos iniciais do Ensino Fundamental por meio da Feira de Ciências dos Pequenos Cientistas. Research, Society and Development, 9(7), 1-19.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Mayara Rossi; Estêveno de Freitas Rodrigues; Lilian Regina Simões; Vanusa Maria de Oliveira; Paula Daniella Leão Braun; Sônia Aparecida Araújo Verdelho; Edson Garcia da Silva; Aparecida Rodrigues da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
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.