Teaching of science and practice in the laboratory: an experience with students from the first segment of basic education

Authors

DOI:

https://doi.org/10.33448/rsd-v8i4.904

Keywords:

Laboratory of Sciences; Practical Classes; Construction of Scientific Concepts.

Abstract

This article has as objective to analyze the beliefs of students from 4th and 5th anniversary of the first segment of Fundamental Education from an institution of public education in the state of Rio de Janeiro (RJ) in the practical classes at the Laboratory of Sciences. The research is characterized as action research- and presents a descriptive approach.Based on the theoretical assumptions of authors that highlight the importance of, at the initial stage of Basic Education, being developed activities that aim at understanding of knowledge in Sciences for the construction of scientific knowledge and interactions with a view to learning.We in the perspective of a laboratory school, not the teacher only interested in proving expected results in theories, but also in developing friendly modes in everyday life and professional, making reference to the formative aspects. Finally, the study was based on the analysis of the place of the school to promote the appropriation of scientific knowledge, the more elaborate knowledge and contextualized for the formation of a free and conscious citizen.The instruments used were questionnaires and interviews, and data were analyzed according to a critical vision, valuing the learner as an active subject. Thus, the laboratory of science became a facilitator for learning, contributing to the construction process of scientific concepts related to individual and collective reality.

References

Freire, P. 1978.Pedagaogia do oprimido. Rio de Janeiro, Paz e Terra.

Fumagalli, L.1993. El desafío de enseñar ciencias naturales: una propuesta didáctica para la escuela media. Bueno Aires: Troquel.

Fumagalli, L. 1999 Perspectivas atuais da educação. Porto Alegre: Artes Médicas.

Hennig. G. J. 1988. Metodologia do ensino de ciências. Porto Alegre, MercadoAberto.

Hodson, D. 1988. Towards a philosophically more valid science curriculum. Science Education, v. 72. P. 19-40. https: //doi./10.1002/ 3730720103

Krasilchik, Myriam. 2008.Prática de Ensino de Biologia. São Paulo: Editora da Universidade de São Paulo.

Moreira, M. A.1999. Teorias de Aprendizagem. São Paulo: E. P. U..

Ponte, João Pedro. 1994. O estudo de caso na investigação em educação matemática.Quadrante.

Rosa, M. I. P. 2004.Investigação e Ensino. Articulações e possibilidades na formação de professores de Ciências. Ijuí: Ed. Unijuí.

Rosa, P. R. S . 2005.O ensino experimental. Departamento de Física UFMS.

Sampieri, R.H. et al.2006. Metodologia de Pesquisa (pp. 100-275). Sâo Paulo: Mc Graw-Hill.

Silva, F.D.C. 2010. Ensino de Ciências na Educação Infantil? O trabalho com a atividade investigativa, Rio de Janeiro. Disponível em www.partes.com.br/educação/ensinode ciênciasnaei.asp.

Silva, A. P. V. A.2005. construção do saber docente no ensino de ciências para as séries iniciais.In: Nardi, R. (Org.). Questões atuais no ensino de Ciências.(p.p. 33-41) São Paulo.Escrituras Editora,.

Trowbridge L.W & Bybee., R.W. 1990. Becoming a secondary schoo science teacher. Columbo, OH. Merrill Publishing Company .

Published

25/02/2019

How to Cite

SOUSA, L. M. M. C. de; ANJOS, M. B.; LIMA, V. da S. Teaching of science and practice in the laboratory: an experience with students from the first segment of basic education. Research, Society and Development, [S. l.], v. 8, n. 4, p. e3284904, 2019. DOI: 10.33448/rsd-v8i4.904. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/904. Acesso em: 7 jul. 2022.

Issue

Section

Education Sciences