O papel da experimentação no estudo do solo através do ensino de química: relações entre ensino e aprendizagem numa perspectiva construtivista / The role of experimentation in study of Soil through chemistry teaching: relationship of teaching and learning within constructivist perspective

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The syllabus structure of agrarian technical teaching is characterised by excessive fragmentation of knowledge where a complete separation between the secondary school and professional teaching occurs leading to a difficulty in the development of the students capacity of relating concepts between the disciplines. This study had as objective the evaluation of the role of experimentation in teaching, aiming to connect soil science and chemistry through processes like experimentation, the dialogue between pupils and teachers and the rights and wrongs, affording the students internalisation of the formal knowledge contributing to the professional development and to the capacity of putting into context the knowledge taught. The methodology applied was developed from the constructivistic perspective and the theoretical reference adopted was the one of Ausubels (Significative Learning). The research was realised with 17 students from the secondary school who attend the Agriculture technical course in EAFB and previously knew about soils. In the beginning of this work, it was considered that due to the fragmentation of the syllabus, students found difficult to establish connection between chemistry and soil knowledge. To evaluate these conditions the research made use of two moments where in the first moment the three experimental classes given in the course of three weeks with two lessons with 50 minutes duration per week, making a total of six hour-lessons, had as subject the determination of the presence of organic matter in soil, the determination of the soils pH and the preparation of the Bordeaux Mixture and had as challenge to establish connections between chemistry and soil knowledge, their revision and their remaking. In the second moment a questionnaire was elaborated and applied in two groups of students. The first questionnaire aimed the identification of the students view of chemistry in their formation and it was also applied to students who didnt participate in the activities proposed in developing this research. The second questionnaire applied to students who had participated in the activities of this research brought the objects of this investigation and the evaluation of the lessons developed. The results showed that the students in the two groups recognised the importance of chemistry in their technical formation, revealing their own difficulty in comprehending chemistry and relating it to the subjects given in their technical course that with it they can establish a linkage. All participating students of the practical activities showed the perception that experimentation helped the understanding of these relations and that their expectations were fulfilled. In this way interdisciplinarity is made through the usage of experiments as tools to develop the understanding of concepts and their relations. This is the function of experimentation and must be explored in agriculture technical course. From the data obtained was possible to evaluate that experimental activities contributed in generating students own reflections that could be connect to their previous knowledge elaborated within the school context.

ASSUNTO(S)

interdisciplinaridade significative learning experimentação interdisciplinarity aprendizagem significativa educação agrícola educacao experimentation

ACESSO AO ARTIGO

Documentos Relacionados