STEM teaching research and its interaction with aspects of non-formal education and non-formal spaces

• Autor(a) principal: Coimbra-Araujo, Carlos H.
• Data de Publicação: 2020
• Outros Autores: Speck, Raquel A., Ferreira, Gabriela K., Bartelmebs, Roberta C., Berticelli, Danilene G. D., Santos, Geocris R., Schreiner, Marcos A., Monte-Alto, Helio H. L. C., Tonezer, Camila, Rosset, Isac G., Bergold, Arthur William de Brito
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2020v37n1p315

Research in the field of teaching, particularly in the teaching of Science, Technology, Engineering and Mathematics (STEM), has a positive impact on understanding the modus operandi of education professionals at the Elementary and High School levels in the teaching of Physics, Chemistry, Mathematics and Computing. The development of STEMs from aspects of non-formal education or via the use of non-formal science teaching spaces is extremely important to complement the traditional curriculum, helping teachers and education professionals to motivate students in relation to STEMs. In a more general way, moreover, it is observed that the theme of non-formal education directly affects the way of carrying out scientific dissemination and, in particular, popularizing science in socially fragile environments. Non-formal education and non-formal science spaces thus emerge as fertile laboratories for the development of formal education itself, complementing it. In this sense, non-formal spaces such as scientific museums and events such as science fairs are defined, characterized and exemplified.