THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING

Detalhes bibliográficos
Autor(a) principal: Oliveira da Silva, Maria Eliane
Data de Publicação: 2020
Outros Autores: Oliveira Marques, Paulo Roberto Brasil de, Vieira Carvalho Oliveira Marques, Clara Virgínia
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/489
Resumo: The specialized literature has pointed out changes in science education and expresses experimentation as an alternative to the process of building scientific knowledge through reflection and investigation. In the national context, the school scenario maintains pedagogical practices that are still resistant to changes related to scientific literacy mediated by experimental practices. Thus, the present research aimed to investigate the conception of science teachers about the implementation of experimental practices in public elementary schools. Based on the methodological aspects of a qualitative approach, the data were treated by content analysis and organized from the perspective of a systemic network. The results obtained revealed that science teachers understand the importance of using experimentation to build scientific knowledge, however, school planning does not include the effective insertion of these activities, having as main factors the lack of resources and proper space for experimental practice.
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spelling THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHINGO ENREDO DAS AULAS EXPERIMENTAIS NO ENSINO FUNDAMENTAL: CONCEPÇÕES DE PROFESSORES SOBRE ATIVIDADES PRÁTICAS NO ENSINO DE CIÊNCIASEnsino de CiênciasPráticas ExperimentaisProfessores de CiênciasScience TeachingExperimental PracticesScience TeachersThe specialized literature has pointed out changes in science education and expresses experimentation as an alternative to the process of building scientific knowledge through reflection and investigation. In the national context, the school scenario maintains pedagogical practices that are still resistant to changes related to scientific literacy mediated by experimental practices. Thus, the present research aimed to investigate the conception of science teachers about the implementation of experimental practices in public elementary schools. Based on the methodological aspects of a qualitative approach, the data were treated by content analysis and organized from the perspective of a systemic network. The results obtained revealed that science teachers understand the importance of using experimentation to build scientific knowledge, however, school planning does not include the effective insertion of these activities, having as main factors the lack of resources and proper space for experimental practice.A literatura especializada vem apontando mudanças no ensino de ciências e exprime a experimentação como uma alternativa para o processo de construção de saberes científicos por meio da reflexão e investigação. No contexto nacional, o cenário escolar mantém práticas pedagógicas ainda resistentes às mudanças relacionadas a alfabetização científica mediadas por práticas experimentais. Assim, a presente pesquisa objetivou investigar a concepção de professores de ciências sobre de implementação de práticas experimentais em escolas da rede pública de Ensino Fundamental. Com base nos aspectos metodológicos de uma abordagem qualitativa, os dados foram tratados por análise de conteúdo e organizados na perspectiva de uma rede sistêmica. Os resultados obtidos revelaram que os professores de ciências compreendem a importância da utilização da experimentação para construção de saberes científicos, porém, os planejamentos escolares não contemplam a inserção efetiva dessas atividades, tendo como principais fatores a falta de recursos e espaço próprio destinado à prática experimental.Revista Prática Docente2020-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionNatural SciencesCiencias NaturalesCiências Naturaisapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/48910.23926/RPD.2526-2149.2020.v5.n1.p271-288.id606Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 1 (2020): Janeiro a Abril de 2020 (Fluxo contínuo); 271-288Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 1 (2020): Janeiro a Abril de 2020 (Fluxo contínuo); 271-288Revista Prática Docente; v. 5 n. 1 (2020): Janeiro a Abril de 2020 (Fluxo contínuo); 271-2882526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/489/480Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess Oliveira da Silva, Maria ElianeOliveira Marques, Paulo Roberto Brasil de Vieira Carvalho Oliveira Marques, Clara Virgínia2023-06-06T00:44:47Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/489Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-06T00:44:47Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
O ENREDO DAS AULAS EXPERIMENTAIS NO ENSINO FUNDAMENTAL: CONCEPÇÕES DE PROFESSORES SOBRE ATIVIDADES PRÁTICAS NO ENSINO DE CIÊNCIAS
title THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
spellingShingle THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
Oliveira da Silva, Maria Eliane
Ensino de Ciências
Práticas Experimentais
Professores de Ciências
Science Teaching
Experimental Practices
Science Teachers
title_short THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
title_full THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
title_fullStr THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
title_full_unstemmed THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
title_sort THE STORYLINE OF EXPERIMENTAL LESSONS IN ELEMENTARY SCHOOL: TEACHERS' CONCEPTIONS OF PRACTICAL ACTIVITIES IN SCIENCE TEACHING
author Oliveira da Silva, Maria Eliane
author_facet Oliveira da Silva, Maria Eliane
Oliveira Marques, Paulo Roberto Brasil de
Vieira Carvalho Oliveira Marques, Clara Virgínia
author_role author
author2 Oliveira Marques, Paulo Roberto Brasil de
Vieira Carvalho Oliveira Marques, Clara Virgínia
author2_role author
author
dc.contributor.author.fl_str_mv Oliveira da Silva, Maria Eliane
Oliveira Marques, Paulo Roberto Brasil de
Vieira Carvalho Oliveira Marques, Clara Virgínia
dc.subject.por.fl_str_mv Ensino de Ciências
Práticas Experimentais
Professores de Ciências
Science Teaching
Experimental Practices
Science Teachers
topic Ensino de Ciências
Práticas Experimentais
Professores de Ciências
Science Teaching
Experimental Practices
Science Teachers
description The specialized literature has pointed out changes in science education and expresses experimentation as an alternative to the process of building scientific knowledge through reflection and investigation. In the national context, the school scenario maintains pedagogical practices that are still resistant to changes related to scientific literacy mediated by experimental practices. Thus, the present research aimed to investigate the conception of science teachers about the implementation of experimental practices in public elementary schools. Based on the methodological aspects of a qualitative approach, the data were treated by content analysis and organized from the perspective of a systemic network. The results obtained revealed that science teachers understand the importance of using experimentation to build scientific knowledge, however, school planning does not include the effective insertion of these activities, having as main factors the lack of resources and proper space for experimental practice.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Natural Sciences
Ciencias Naturales
Ciências Naturais
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/489
10.23926/RPD.2526-2149.2020.v5.n1.p271-288.id606
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/489
identifier_str_mv 10.23926/RPD.2526-2149.2020.v5.n1.p271-288.id606
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/489/480
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 1 (2020): Janeiro a Abril de 2020 (Fluxo contínuo); 271-288
Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 1 (2020): Janeiro a Abril de 2020 (Fluxo contínuo); 271-288
Revista Prática Docente; v. 5 n. 1 (2020): Janeiro a Abril de 2020 (Fluxo contínuo); 271-288
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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