Avaliação da abordagem de um tema cts em aulas de ciências das séries finais do ensino fundamental: análise de uma intervenção pedagógica

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

Research in the Science teaching area indicate that there have been many problems in the Science teachinglearning process. Conventional teaching of Science still shows an empirical and fragmented perspective about Science, without concern about the constant changes involving science, technology and society. Scientific Education STS proposes to overcome that fragmented view since it is believed that science teaching has to approach scientific knowledge by relating it to science and to the students social and technological environment. This integrated and contextualized view is also present in the Brazilian Educational Law (LDB 9.394/96 and National Curricula Parameters for Natural Science in 5th to 8th grades of fundamental school) which lays guidelines for Science teaching to seek understanding of the many Science areas intertwined with each other as well as with social issues (transversal themes, study situations and theme approach) which aim at attributing meaning and relevance to scientific content. The present dissertation aims presents the analysis of a pedagogical intervention conducted in Natural Science classes in na 8th grade of fundamental school. The main objective was to analise the pedagogical experience of theme approach using a STS theme with the purpose of observing whether the intervention contributed to the students understanding of the applications and implications of scientific knowledge in their lives and what are the implications of such approach in increasing students participation in class. To achievethat, the following research procedures were used: observation and recording of classes; questionnaires, interviews and note-taking in a field log. The data analysis suggests the following advancementes to the Science learning-teaching process: increased interest and participation of students in class; greater understanding of scientific content; ability to use scientific content in extra-school situations; improvement in students behaviour and performance; development of argumentation ability; change in attitude and habits. The pedagogical intervention in the class was considered successful in fulfilling expectations in STS Education.

ASSUNTO(S)

ensino de ciências no ensino fundamental science teaching in fundamental school ensino de ciências cts sts theme approach science teaching educacao abordagem temática

ACESSO AO ARTIGO

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