Atividades experimentais: estratégia para auxiliar no ensino de ciências
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Data
2018-08-06
Orientador
Böckel, Wolmir José
Banca
Strohschoen, Andreia Aparecida Guimarães
Quartieri, Marli Teresinha
Pino, José Claudio Del
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Resumo
As atividades experimentais, como ferramenta pedagógica, podem estimular a interação, a reflexão, a observação e a criticidade no processo de ensino e aprendizagem, tornando o aprendizado mais contextualizado e assim, mais significativo para os alunos. Esta dissertação refere-se a uma pesquisa qualitativa, que objetivou avaliar a utilização de atividades experimentais no ensino de ciências como estratégia pedagógica em sala de aula, com alunos do 5o Ano do Ensino Fundamental de uma escola pública do Estado do Amapá. Como aporte teórico foram utilizados autores que desenvolvem teorias sobre o uso das atividades experimentais no processo de ensino e aprendizagem. Foi um estudo de caso no qual a coleta de dados ocorreu como estudo observacional. Os dados foram coletados utilizando-se do diário de bordo, gravações, questionários e das atividades dos alunos. A análise foi realizada indutivamente, tomando-se como foco o processo e o seu significado. Foram realizadas as interpretações e as suas respectivas descrições. Durante a pesquisa, procurou-se apresentar estratégias de ensino que relacionassem os conteúdos com a realidade dos alunos. Foram realizados dezoito encontros em que os alunos do 5o ano fizeram um estudo de conteúdos relacionados à disciplina de Ciências: ciclo da água, estados físicos da água, a água como solvente e tratamento da água para consumo humano. Como resultados, percebeu-se que as atividades experimentais despertaram nos alunos o interesse, a curiosidade, o desejo pela descoberta e a interação, possibilitando o
desenvolvimento da argumentação, da criticidade, do experimentar e do observar. A partir da análise pode ser pecebivel que o uso das atividades experimentais para auxiliar no Ensino de Ciências é relevante, uma vez que, a partir de questionamentos e hipóteses prévias, são abordados conceitos trabalhados em sala
de aula.
Experimental activities as a pedagogical tool can stimulate interaction, reflection, observation and criticality in the teaching and learning process, making learning more contextualized and thus more meaningful for students. This dissertation refers to a qualitative research, which aimed to evaluate the use of experimental activities in science teaching as a pedagogical strategy in the classroom, with students of the 5th Year of Basic Education of a public school in the State of Amapá. As a theoretical contribution were used authors who develop theories about the use of experimental activities in the teaching and learning process. The research was based on the qualitative approach. It was a case study in which the data collection took place as an observational study. Data were collected using the logbook, recordings, questionnaires and student activities. The analysis was performed inductively, focusing on the process and its meaning. The interpretations and their respective descriptions were performed. During the research, it was tried to present teaching strategies that related the contents with the reality of the students. Eighteen meetings were held in which the students of the 5th year did a study of contents related to the discipline of Sciences: Water cycle, Physical states of water, Water as solvent and Treatment of water for human consumption. As results, it was noticed that the experimental activities aroused in the students the interest, the curiosity, the desire for the discovery and the interaction, enabling the development of the argumentation, the criticality, the experience and the observation. From the analysis it may be surprising that the use of experimental activities to assist in the teaching of science is relevant, since, from previous questions and hypotheses, concepts worked in the classroom are approached.
Experimental activities as a pedagogical tool can stimulate interaction, reflection, observation and criticality in the teaching and learning process, making learning more contextualized and thus more meaningful for students. This dissertation refers to a qualitative research, which aimed to evaluate the use of experimental activities in science teaching as a pedagogical strategy in the classroom, with students of the 5th Year of Basic Education of a public school in the State of Amapá. As a theoretical contribution were used authors who develop theories about the use of experimental activities in the teaching and learning process. The research was based on the qualitative approach. It was a case study in which the data collection took place as an observational study. Data were collected using the logbook, recordings, questionnaires and student activities. The analysis was performed inductively, focusing on the process and its meaning. The interpretations and their respective descriptions were performed. During the research, it was tried to present teaching strategies that related the contents with the reality of the students. Eighteen meetings were held in which the students of the 5th year did a study of contents related to the discipline of Sciences: Water cycle, Physical states of water, Water as solvent and Treatment of water for human consumption. As results, it was noticed that the experimental activities aroused in the students the interest, the curiosity, the desire for the discovery and the interaction, enabling the development of the argumentation, the criticality, the experience and the observation. From the analysis it may be surprising that the use of experimental activities to assist in the teaching of science is relevant, since, from previous questions and hypotheses, concepts worked in the classroom are approached.
Descrição
Palavras-chave
Atividades experimentais; Ensino de Ciências; Ensino Fundamental
Citação
OLIVEIRA, Jaciguara Queiroz Pastana De. Atividades experimentais: estratégia para auxiliar no ensino de ciências. 2017. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 15 set. 2017. Disponível em: http://hdl.handle.net/10737/2155.