Experimentação em ciências: um olhar para a prática pedagógica na cidade de Umuarama, PR
| Ano de defesa: | 2019 |
|---|---|
| Autor(a) principal: |
Bertusso, Fernando Rodrigo
 |
| Orientador(a): |
Malacarne, Vilmar
|
| Banca de defesa: |
Malacarne, Vilmar
,
Miquelin, Awdry Feisser
,
Justina, Lourdes Aparecida Della
,
Soligo, Valdecir
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Educação Matemática
|
| Departamento: |
Centro de Ciências Exatas e Tecnológicas
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4666 |
Resumo: | Science classes are usually held in a theoretical way, which sometimes make them boring and uninteresting for students, who are usually used to taking different technological resources and show an interest in being involved in problem situations. Practical activities such as experimental classes, field trips and the use of Digital Information and Communication Technologies (TDIC – in Portuguese) are methodologies and resources that can contribute in an attractive and significant way to the effectiveness teaching and learning process in Sciences. The objective of this research was to evaluate how the teachers and students of the State Education Network of the city of Umuarama, PR, conceive and develop practical activities in science classes, verifying the reasons why they do not use these methodologies. For this, a survey was carried out to find out which strategies, resources and spaces are used in the practical classes and what the challenges are in order to develop them. Qualitative research was employed through semi-structured interviews with teachers and pedagogues from 5 schools. Students in the 9th year of Elementary School were interviewed by means of a questionnaire with closed and open questions. The results of the interviews with the students showed little use of the practical methodologies by the teachers. The students also pointed out that these didactic resources stimulate interest and participation, contributing to a greater understanding of contents and improving scientific learning. On the other hand, most teachers interviewed stated that they use this type of class, although they point out many factors that make it difficult to use this practice. They mentioned that the lack of laboratory and material, as well as maintenance in laboratory and electronic equipment are reasons that disturb such execution. It was also mentioned that reasons such as: excess of students, indiscipline and lack of academic and continuous education make it difficult and insecure in the execution of practical classes. The teachers indicated that most of the time they usually use these classes after the theoretical explanations, demonstrating an attempt to prove the theory from the practice. Regarding the field lessons, the teachers indicated that they prefer to do them in the school premises, citing that aspects such as transportation hiring, authorizations and scheduling make it difficult for students to go outside the school. Regarding the TDICs, it was pointed out that the lack of physical structure and qualification are some of the limiting factors for the use. The teachers pointed out that the use of TDICs, experimentation and field classes are important resources as a complement to the theoretical classes and that it would be necessary to perform practical classes more frequently. It was concluded that the practical methodologies are desired by students and teachers, but there are factors that limit their execution, although they are facilitators in the teaching-learning process |