Técnicas e práticas no ensino de ciências

Abstract

This paper described and commented on the teaching techniques and practices used by teachers for teaching science classes in the third and fourth cycle of basic education, and to identify options in order to maximize the potential of teaching and learning. The working method used was case study, which was developed with teachers from 6 to 9 years of elementary education at a public school in the town of Santa Maria da Serra, SP. The crux of the research consisted in a questionnaire that was answered by the interviewees and subsequently analyzed according to the adopted methodology. It was found that the group studied, the prevailing use of the textbook and handouts provided by the State, directing the activities in the classroom. He was also appointed the use of text books and internet support, to complement the content of lessons. The physical and environmental conditions of the schoolwere highlighted as difficulties for teachers, specifically with regard to the absence of a laboratory to conduct experiments, and the difficulties in carrying out field work, despite being valued by respondents, for the implementation the teaching-learning process. Upon completion of this study it was evident, for effective teaching in the discipline of science, the importance of a methodology that offers students classes dynamic, experiential, reflective and critically contributing to the education of individuals prepared to face environmental challenges, technological and social aspects of their daily lives.