Everyday actions in science teaching: a case study in public and private schools

Authors

DOI:

https://doi.org/10.33448/rsd-v11i15.36899

Keywords:

Science teaching; Amazon; Life experience.

Abstract

Science teaching has been guided by different trends that are still used in the classroom today. More recently, the concern with developing experimental activities began to have a strong presence in teaching projects and teacher training courses. In the municipality of Abaetetuba-PA, located in the Amazon, most education professionals do not pay attention to the fact that everyday situations are directly linked to scientific knowledge. This article was intended to approach methodological actions of everyday life at school, seeking support in the empirical knowledge of students so that they can use the academic knowledge acquired in the classroom to understand and solve problems of daily life. The socioeconomic characteristics of the students were analyzed and ten experiments in the area of science were related to daily life, to the syllabus, and applied to 60 students from the 4th grade of an elementary school in the municipal education network (public) and in a private school. All experiments applied with this methodology had widespread acceptance among students and proved to be effective in students' performance. Through the ANOVA calculation, it was found that there were no significant differences for most of the answers between the students of the two schools.

References

Achter, S., Borit, M., Chattoe-Brown, E. & Siebers, P. O. (2022). RAT-RS: a reporting standard for improving the documentation of data use in agent-based modelling. International Journal of Social Research Methodology, 25, 4, 517-540, https://doi.org/10.1080/13645579.2022.2049511

Ardley, N. (1996). Coleção Jovem Cientista: Crescimento. Editora Globo.

Barros, C. & Paulino, W. R. (2002). Ciências. Editora Ática.

Bizzo, N. M. V. (1994). Metodologia e prática de ensino de ciências: a aproximação do estudante de magistério das aulas de ciências no 1º grau. A prática de ensino e o estágio supervisionado. Editora Papirus.

Carvalho, R. P. (2003). Física de dia-a-dia. Editora Gutenberg.

Delizoicov, D., Angotti, J. A. & Pernambuco, M. M. (2003). Ensino de Ciências: fundamentos e métodos. Editora Cortez.

Godino, J. D., Burgos, M. & Gea, M. M. (2021). Analysing theories of meaning in mathematics education from the onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, 1-28, https://doi.org/10.1080/0020739X.2021.1896042

Gul, M. D. & Akcay, H. (2020). Structuring a new socioscientific issues (SSI) based instruction model: Impacts on pre-service science teachers (PSTs) critical thinking skills and dispositions. International Journal of Research in Education and Science (IJRES), 6, 1, 141-159, https://doi.org/10.46328/ijres.v6i1.785

Gurr, D., Drysdale, L., Longmuir, F., & McCrohan, K. (2019). Successful school leadership that is culturally sensitive but not context constrained. In E. T.

Murakami, D. Gurr, & R. Notman (Eds.), Educational Leadership, Culture, and Success in High-Need Schools (1st ed., pp. 25-43). (International Research on School Leadership). Information Age Publishing.

IBGE – Instituto Brasileiro de Geografia e Estatística. (2010). Atlas de desenvolvimento humano do Brasil.

Jacobson, S. K., Mcduff, M. D. & Monroe, M. C. (2015). Conservation education and outreach techniques. Oxford University Press, https://doi.org/10.1093/acprof:oso/9780198567714.001.0001

Kim, M.C., Hannafin, M.J. & Bryan, L.A. (2007), Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91, 6, 1010-1030. https://doi.org/10.1002/sce.20219

Loguercio, R., Samrsla, V. E. E. & Del Pino, J. C. (2001) A dinâmica de analisar livros didáticos com os professores de Química. Química Nova, 24, 557-562.

Ludke, M., & André, M. (1986). Pesquisa em educação: abordagens qualitativas. Em Aberto, 5 (31).

Lynch, D., Smith, R., Yeigh, T. & Provost S. (2019). A study into “organisational readiness” and its impacts on school improvement. International Journal of Educational Management, 33, 2, 393-408.

Nata, G., Pereira, M. J. & Neves, T. (2014). Unfairness in access to higher education: a 11 year comparison of grade inflation by private and public secondary schools in Portugal. Higher Education, 68, 6, 851-874, https://doi.org/10.1007/s10734-014-9748-7

Niemi, H. M. & Kousa, P. A. (2020). Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic. International journal of technology in education and science, 4, 4, 352-369, https://doi.org/10.46328/ijtes.v4i4.167

Ogunkola, B. J. & Archer-Bradshaw, R. E. (2013). Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados. Research in Science Education, 43, 3–31, https://doi.org/10.1007/s11165-011-9242-5

Pereira, A. S., Shitsuka, D. M., Parreira, F. J., & Shitsuka, R. (2018). Metodologia da pesquisa científica. Editora UAB/NTE/UFSM.

Peroni, V. M. V. (2018). Múltiplas formas de materialização do privado na educação básica pública no Brasil: sujeitos e conteúdo da proposta. Currículo sem Fronteiras, 18, 1, 212-238.

Ribeiro, E. M. G. P., Alves, N. M. B. & Novais, R. M. (1999). Papel da Experimentação em sala de aula com diferentes abordagens. Editora Moderna online.

Rodríguez, R. A., Bravo, A. A., Cobo, J. A., Tapia, R. R. V. & Iglesias, J. D. (2021). Prospective primary teachers’ views on the nature of science. Journal of Technology and Science Education, 11, 2, 403-418, https://doi.org/10.3926/jotse.1271

Saviani, D. (2019). A Universidade é um lugar de todos e para todos?. Revista Cenas Educacionais, 3, 1-15.

Soysal, Y. (2022). Quality Indicators of an Experienced Middle School Science Teacher’s Argument-Based Inquiry Teaching. Science & Education, 1-24, https://doi.org/10.1007/s11191-022-00327-1

Suhendi, A., Purwarno, P. & Chairani, S. (2021). Constructivism-Based Teaching and Learning in Indonesian Education. KnE Social Sciences, 5, 4, 76-89.

This, H. (2003). A Cozinha e a Ciência. Editora Ática.

Toma, R. B. & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14, 4, 1383-1395, https://doi.org/10.29333/ejmste/83676

Wolke, R. L. (2003). A Ciências na Cozinha. Editora Jorge Zahar.

Downloads

Published

09/11/2022

How to Cite

LEAL, E. M.; GOMES, L. M. F. .; PIRES, R. R.; PEREIRA, S. de F. P.; COSTA, R. A. da; SOUZA, A. M. F. de; SOUSA JUNIOR, P. M. .; SILVA, C. S. e; COSTA, H. C. da. Everyday actions in science teaching: a case study in public and private schools. Research, Society and Development, [S. l.], v. 11, n. 15, p. e56111536899, 2022. DOI: 10.33448/rsd-v11i15.36899. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/36899. Acesso em: 23 nov. 2024.

Issue

Vol. 11 No. 15

Section

Teaching and Education Sciences

License

Copyright (c) 2022 Emmanoel M. Leal; Luiza M. F. Gomes; Rosineide R. Pires; Simone de Fátima Pinheiro Pereira; Renan Arruda da Costa; Alan Marcel Fernandes de Souza; Pedro Moreira Sousa Junior; Cléber Silva e Silva; Hemilton Cardoso da Costa

Creative Commons License

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.