The importance of experimentation in the teaching of sciences to elementary school
DOI:
https://doi.org/10.5902/2236130827003Palavras-chave:
Problematização, Educação, PráticaResumo
A experimentação, principalmente se comunicativa, é importante fator contribuinte para o interesse e a aprendizagem significativa em Ciências. Deste modo, o presente trabalho reconhece a importância da inserção da experimentação de maneira problematizadora no ensino de Ciências no nível fundamental, bem como realiza uma revisão sobre o assunto utilizando-se de artigos, leis, parâmetros e programas nacionais, e como os mesmos referemse ao Livro Didático e ensino fundamental ligados à experimentação. Com isto, mostrou-se que o ensino de Ciências nas escolas teve sempre o papel de reprodução de informações incontestáveis, onde a experimentação nem sempre tem sido aplicada de maneira que os estudantes construíssem seu conhecimento ao lado do professor. Entende-se ser necessária uma mudança por parte de todos, para que as escolas recebam atenção de verbas e que a formação dos professores os preparem para inserir a experimentação do melhor modo aos alunos.Downloads
Referências
AGOSTINI; VW; Delizoicov, NC TRIAL TEACHING IN BASIC EDUCATION: IMPASSE AND CHALLENGES. National Meeting of Research in Science Education - VII Enpec - Florianopólis, 2009.
AMARAL, LR; SILVA, AC Practical work: teachers' conceptions of experimental classes in general chemistry disciplines. Evaluation notebooks, Belo Horizonte, v. 1, no. 3, p. 130-140, 2000.
ANDRADE, Marcelo Leandro Feitosa; Massabni, Vânia Galindo. The Development Practice Activities at School: A Challenge for Science Teachers. Science & Education, v.17, n.4, 2011.
ARAÚJO lived oak; Araujo, Rita de Cássia BF; SCHEFFER, Ana Maria Moraes. Discussing Learning and Development of Children in the light of the historical-cultural reference. Juiz de Fora, 2008.
AZEVEDO, Maria Cristina PS Education for research: questioning the activities in the classroom. In: OAK, Anna Maria Pessoa. Science Education: Bridging research and practice. São Paulo: A pioneer Thomson, 2003.
BARROS, Grace Thainá Encina.; LOMBA, Kathiellen Sousa; MEIRA, Ewerton Vinícius; CASTRO, David Tsuyoshi Hiramatsu of .; PEREIRA, Maria Fernanda Ramos; ANTUNES, Fabiano. The Science Teaching the practice of experimentation: a report of teaching experience. Mato Grosso do Sul: 2013.
BIZZO, N. Sciences: easy or difficult? Editora Attica, São Paulo. 2000.
BEHRSIN, Maria Cristina Doglio; SELLES, Sandra Escovedo. teaching continuing education: reflections from the voices of teachers participating in post graduation courses of ongoing science education. Proceedings of I ENEBIO. New millennium, new educational practices? P. 96-100. Niterói, 2001.
BRAZIL. Department of Elementary Education. national curriculum guidelines: Natural Sciences / Department of Elementary Education. Brasília: MEC / SEF, p. 138, 1998.
BORGES, AT New directions for the lab school science. Notebook Brazilian Physics Teaching, v. 19, no. 3, 2002
COHN, Clarice. Anthropology Child. 2.ed. Rio de Janeiro; Ed. Jorge Zahar, 2009.
DEL POZZO. L. The experimental activities in the ratings in textbooks PNLD Sciences 2010. Dissertation (Master of Education), State University of Campinas, Campinas, 2010.
FAGUNDES, Suzana Margarete Kurzmann. Experimentation in Science classes: a means for the formation of autonomy? In: Galiazzi, Mary C. et all. curricular constructivism network in science education: a survey door in the classroom. Ijuí, Ed. Unijuí, p. 317-336, 2007.
GALIAZZI, Mary C. et all. curricular constructivism network in science education: a survey door in the classroom. Ijuí, Ed. Unijuí, p. 317-336, 2007.
GERALDI, Corinta Maria Grisolia. Production of teaching and research in education: study on the teaching in the course of pedagogy. Campinas: [Sn], (Ph.D. Thesis, Campinas) 1993.
GIOPPO, C .; Scheffer EWO; NEVES, MCD The experimental teaching in elementary school: A case of reflection in Parana. Educate, n. 14, p. 39-57. Editora UFPR, 1998.
GIORDAN, Marcelo. The role of experimentation in science education. New chemistry in school. Sao Paulo # 10, p. 43-49, 1999.
GUIMARAES, Cleidson Carneiro. The Experimentation in Chemistry Teaching: Ways and Strayed Towards Meaningful Learning. New chemistry in school. Vol. 31, No. 3, 2009.
GÜLLICH, Roque Isamel da Costa; SILVA, Lenice Heloisa de Arruda. The trial plot in the textbook: breeding theories and scientific truths. Mato Grosso do Sul: Search test in Science Education, Vol 15, No 2, 2013.
HODSON, D. Hacia un más critical focus del trabajo de la lab. Enseñanza de las Ciencias, v. 12, No 3, p. 299-313, 1994.
LDB, Law of Directives and Bases of National Education. Brazil, in 1996.
MILK, Anna Carolina Silva; ARCHILHA, Rebeca Lopes; Carneiro, Ana Lucia Magalhaes. The science education in elementary school pcn the natural sciences and performance in the classroom a possible praxis. São Paulo, 2012.
MAIA, Juliana de Oliveira; VILLANI, Alberto. The relationship of chemistry teachers with the textbook and the teacher's notebook. São Paulo: Journal Enseñanza electronics de las Ciencias Vol 15, No. 1, p.. 121-146, 2016.
MARANDINO, Martha; SELLES, Sandra Escovedo; FERREIRA, Marcia Serra. Biology Teaching: stories and practices in different educational spaces. São Paulo, Ed. Cortez, 2009.
MARREGA, Stella. The Development and Learning of Children in kindergarten. 2014.
MAYER, Kellen Cristina Martins; SANTOS, Lucivânia Moreira; ARAUJO, José Anchieta; PAULA, Jusivania Serpa de.Dificuldades found in the discipline of natural science for elementary school students of public school in the city of redemption - PA. Education magazine spaces. Vol.3, No. 6, p. 230-241, 2013.
MORTIMER, EF; CARVALHO, AMP. theoretical framework for analysis of the science teaching process. Notebook Research, n. 96, p. 5-14, 1996.
Mortimer, EF et al. curriculum proposed State of Minas Gerais Chemistry: fundamentals and assumptions. New chemical, São Paulo, v. 23, no. 2, p. 273-283, mar./abr.2000.
NETO, José Joaquim Soares; JESUS, Girlene Ribeiro and Karino, Camila Akemi, UNB (University of Brasilia), and ANDRADE, Dalton Francisco, UFSC (Federal University of Santa Catarina): A scale to measure school infrastructure. 2013.
OLIVEIRA, Patrícia de Santos; BIRTH, Marta Cristina; BIANCONI, M. Lucia. Conceptual changes or behavioral? Science and Culture. Vol.57, N04. São Paulo, 2005.
OSSAK, Ana Lídia; Bellini, Marta. The textbook in science: teaching driver or teaching resource? Education, Health and Environment, Niterói, v.2 n.3 p. 2-22, 2009.
PEREIRA, BB experimentation in science teaching and the teacher's role in the construction of knowledge. In: Notebooks of FUCAMP, Brazil, v. 9, no. 11, 2010. Version available online at http://www.fucamp.edu.br/editora/index.php/cadernos/search/authors/view?firstName=Boscoli & MiddleName = Barbosa Pereira & lastName = & = affiliation FUCAMP & country = BR Access: February 20 2016.
PIAGET,J. Learning and knowledge. In: Piaget, J. Greco, P. Learning and knowledge. Rio de Janeiro: Freitas Bastos, 1974. Original title: Apprentissage et connaissance, 1959.
NCP, National Curriculum Parameters 1st to 4th grades - 5th to 8th grades. Ministry of Education (MEC). Brazil.
PNLD, National Textbook Program. Ministry of Education (MEC). Brazil.
ROSITO, BA Science education and experimentation. In: Constructivism and science education: epistemological and methodological reflections. Roque Moraes (Org.) - 3. Ed - Porto Alegre. EDIPUCRS, 2008.
SANTANA, Lourdes Cardoso Salette. Use and School Laboratories Management. Santa Maria: Federal University of Santa Maria, in 2011.
Santomauro, Beatriz. What Teaching of Science. New School, 219ª ed. Ed.Abril, 2009.
SILVA, Diogo Tiago of .; Dornfeld, Carolina Buso. Group dynamics in biology classes: a motivational proposal for learning. Ilha Solteira, São Paulo: Journal Enseñanza electronics de las Ciencias Vol 15, No. 1, p.. 147-166, 2016.
SILVA, Weslla of Cabral. The experimentation in teaching materials of elementary school: an analysis focused on the teaching of composition of foods. Planaltina, DF: University of Brasilia, UNB Faculty Planaltina, 2014.
SUSI, Karla. Training of Science Teachers for Elementary Education. Recife, 2011.
TAHA, Marli Spat; Pinheiro, Edi Morales Jr. Learning with the investigation of experimentation in teaching science book. São Paulo: IFSP (2009)
VIEIRA, Kassius Otoni; SILVA, Rodrigo Luciano Kings; Mantovani, Harley Juliano. The development and learning in Vygotsky. Catholic University of Uberlândia.
VYGOTSKY, LS The social formation of mind. S. Paulo: Martins Fontes, 1991.
VIGOTSKI, LS; Luria AR; LEONTIEV, AN Language, development and learning. São Paulo: Icon, 1998.
WYZYKOWSKI, Tamini; Güllich, Ismael Roque da Costa; HEMEL, Erica the Holy Spirit; ARAUJO, Maria Cristina of Pansera. The trial in primary school science: a reflection on training context. Cerro Largo: 2011.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Ethical guidelines for journal publication
The REMOA is committed to ensuring ethics in publication and quality of articles.
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.
In particular,
Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review articles should also be objective, comprehensive, and accurate accounts of the state of the art. The authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding author should ensure that there is a full consensus of all co-authors in approving the final version of the paper and its submission for publication.
Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An editor must not use unpublished information in the editor's own research without the express written consent of the author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.
Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviews should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that authors can use them for improving the paper. Any selected referee who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.
