Teacher perceptions on teaching natural sciences with literary

• Autor(a) principal: Pontes, Márcio Matoso
• Data de Publicação: 2023
• Outros Autores: Vasconcelos, Francisco Vilar, Barroso, Maria Cleide da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/16509
• topic: Ensino de Ciências e Ensino de Ciências como Literatura; Ensino de Ciências; Literatura; Divulgação científica; Crianças; Science Teaching; Literature; scientific literacy; Children

This article discusses the teaching of natural sciences to children through the use of literary works. This theme has been discussed over the years by various authors such as Almeida and Esteves (1993), Zamboni (2001), Nascimento (2008), and Pinto (2017). Through a qualitative research approach using teachers' narratives about the use of strategies aimed at scientific literacy of students, this article aims to discuss the perceptions of four teachers regarding the potentialities and weaknesses arising from the use of literature in the teaching of natural sciences. The narratives of four subjects were analyzed based on their accounts of the theme. According to the subjects, the integration of these two areas of knowledge allows for the exploration of scientific, technological, and societal aspects in literature, which are fundamental for the critical formation of citizens. The analyzed narratives in this research concluded that appropriate actions and strategies in science education can promote student motivation, facilitate the learning of scientific concepts, and address issues related to the nature of science, while also encouraging the development of mental frameworks that aid in the understanding of scientific concepts. However, it is worth noting the need for professional development opportunities so that teachers can learn how to carry out this work in the classroom. The collected data indicate that the biggest challenge in exploring the scientific character present in literature is often the lack of teacher training in how to effectively integrate science communication through literature in the classroom.