PEDAGOGICAL ARTIFACTS FOR TEACHING NATURAL SCIENCES: ANALYSIS AND OPINION OF TEACHERS IN OESTE GAÚCHO

• Autor(a) principal: Paula, Yasmin Miranda de
• Data de Publicação: 2024
• Outros Autores: Cunha, Fernando Icaro Jorge, Dinardi, Ailton Jesus
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/662
• topic: Ensino de ciências; Inovação pedagógica; Artefatos pedagógicos; Análise Textual Discursiva; Science teaching; Pedagogical innovation; Pedagogical artifacts; Discursive Textual Analysis; Enseñanza de las ciencias; Innovación pedagógica; Artefactos pedagógicos; Análisis Textual Discursivo

Considering the value of Science Teaching for understanding natural phenomena, the nature of science and the application of scientific knowledge in everyday life, the role of pedagogical artifacts as facilitators of teaching and learning processes was investigated. The primary objective of this work was to analyze the contribution of pedagogical artifacts to the teaching of Natural Sciences, from the perspective of a group of Basic Education teachers. An exhibition of 12 pedagogical artifacts was developed: 05 didactic games, 04 case studies and 03 visual models, each one related to an object of knowledge and one of the skills proposed in the curriculum guiding documents, prepared for the Final Years of the Elementary Education, followed by the application of a semi-structured questionnaire with the 08 participating teachers, covering different training profiles, in the municipality of Uruguaiana-RS. The data was subjected to a categorization process using Discursive Textual Analysis (ATD). The results reflect the diversity of views on the use of pedagogical artifacts, with the majority of teachers agreeing with their application during classes. The emerging categories of analysis include: (a) Use of pedagogical artifacts in Science Teaching; (b) Potential of pedagogical artifacts in teaching and learning processes. These evaluations indicate that pedagogical artifacts have significant potential to improve teaching and learning, constituting viable teaching tools for Basic Education.