Explorando o tema água através de diferentes abordagens metodológicas no ensino fundamental

• Ano de defesa: 2013
• Autor(a) principal: Nicoletti, Elenize Rangel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
• Palavras-chave em Português: Ensino de ciências; Água; Jogo didático; Ensino fundamental; Atividades práticas; Water; Didactic game; Elementary education; Practical activities; Science education; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/6670

The water, substance essential to life, stands out as a theme present in many moments of elementary school. The National Curriculum suggested at various times that water theme be addressed. Since content that address subjects about biodiversity of the planet to matters related specifically to the human health and wellness, the list of issues related to water is large and diverse, allowing teachers to select the information according to needs and interests of their school community. The objective of this study was to investigate students perceptions in the municipal, state and private elementary school in Santa Maria about relationships water-health-environment to subsidize the development of proposed activities involving the theme of water. Initially, we made a search on the Teacher Portal, where we found few suggestions of practical activities involving the theme. We set out for the investigation of students perceptions where we found gaps in teaching of a water-environment, water was seen as a local problem only associated with the household. Students also do not understand what is fate of a water after use. From these questions we develop methodologies in which the student participated actively as one investigator, reconstructing their knowledge. We verified that the activities of observation, description, visualization the microscope, drawing of the blades mounting by the students were stirred up strategies that the student's interest, encouraging them to participate in activities, and feeling included in the experimentation process. In the last part of this work we present an educational game, developed from the questions found in the achievement of students during practical activities. In the evaluation game process we find that the issues worked on previous activities were those in which students had a higher number of correct answers. Our results showed that the practical activities and the game involved students and have submitted significant results in their learning. Finally, we intend to make available our ideas to all science teachers in the country through their insertions in the Teacher Portal.