Analysis of the interdisciplinary and contextualized approach in natural sciences in 9th year school books

• Autor(a) principal: Camillo, Cíntia Moralles
• Data de Publicação: 2021
• Outros Autores: Graffunder, Karine Gehrke, Sepel, Lenira Maria Nunes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/19905
• topic: Contextualization; Science teaching; Experimentation; Interdisciplinarity; Matter and energy.; Contextualización; Enseñanza de las ciencias; Experimentación; Interdisciplinariedad; Materia y energía.; Contextualização; Ensino de ciências; Experimentação; Interdisciplinaridade; Matéria e energia.

The textbook's main function is to guide, assist and serve as a support tool for the teacher. Therefore, this research aimed to analyze the presence of interdisciplinarity and contextualization, in experimental activities and exercises, present in textbooks in ​​Natural Sciences for Elementary School. The focus was defined as the object of knowledge “quantitative aspects of chemical transformations” proposed for the ninth year in the thematic unit “matter and energy”, according to the Common National Curriculum Base. For the analysis of interdisciplinarity and contextualization, all the exercises proposed in the chapters that cover the object of knowledge were considered. For the investigation of contextualization, the categories of spatial, numerical, temporal, cultural and/or social assessment were adopted. Of the 123 questions analyzed, 87% presented interdisciplinarity and contextualization. As for contextualization, 65% of the questions evaluated denote numerical data, 25% portray the space, 16% dates and times (temporal) and 4% contextualization (social/cultural). The “numerical and spatial” combination was highlighted in associating more than one type of contextualization. Only one (1) textbook encouraged activities through projects and 80% of the total activities encouraged the production of work in groups. Texts with pictures were used in most non-verbal questions; Concept maps, schematics and other types of learning methodologies were not used in the experimental activities and exercises, only as a summary of the final contents of the chapters. Finally, extending the concept of interdisciplinarity in Science Teaching to different areas is notorious, since, in the analysis of this research, no textbook exercise portrayed the History of Science, exploring dates, names and the context in which scientific production occurs.