Teaching Sequences as a new teaching strategy in schools of fundamental sciences II

• Autor(a) principal: Santos Júnior, Antônio Carlos dos
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2671
• topic: Ensino de Ciências; Práticas de Ensino; Sequências Didáticas; Science Teaching; Teaching Practices; Didactic Sequences

Science teaching should enable the insertion of new methodologies that will motivate and persuade students to actively participate in classes, resulting in citizens capable of understanding, intervening and transforming reality. Given this, this article presents the Didactic Sequences (SD) as a new teaching strategy for science classes, bringing a reflection of theory with the practice of this teaching area in schools. Thus, this paper aims to understand the limits and possibilities of using Didactic Sequences in Science classes. As for the nature of the research, it is a qualitative approach, with an explanatory handle. Data collection took place through the development of the Didactic Sequence, where the application descriptions and analyzes were recorded in the field notebook. The results obtained show that the use of Didactic Sequences makes science teaching simpler and more meaningful, stimulating student participation and motivation. However, several problems arising from the traditional teaching model, and which students are used to, need to be addressed, so that a satisfactory learning can take place.