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Advisor(s)
Abstract(s)
A evolução científica e tecnológica, quase diária, de que resultam fortes, e cada vez mais crescentes intervenções no quotidiano, condiciona a formação de alunos críticos e informados, capazes de fazer escolhas responsáveis e esclarecidas e de encontrar soluções para problemas do dia-a-dia. Diante disto, o ensino de ciências precisa oferecer oportunidades para que os alunos, cada vez mais, se envolvam, realizem, questionem e debatam os processos de construção da ciência/tecnologia e o seu uso pela sociedade e que compreendam a possibilidade de refutar ideias antigas pela aquisição de novos dados. Acreditamos que a realização de atividades experimentais que considerem as conceções prévias dos alunos e as confrontem com a observação, que suscitem explicações e generalizações e que proporcionem situações novas de aplicação dos conhecimentos/competências adquiridas/desenvolvidas, pode contribuir para atingir os desígnios anteriores, mesmo com os alunos mais jovens. É neste contexto que se desenvolveu uma investigação aos manuais escolares de Ciências da Natureza, do 4º ano do Ensino Fundamental, no sentido de perceber que tipo de atividades experimentais sugerem para serem realizadas e como estão organizadas e são exploradas. A análise aos 18 manuais adotados em 2019 no Rio Grande do Sul, Brasil, permite concluir que há um predomínio das atividades experimentais POCEA (prever, observar, comparar, explicar, aplicar) com guião, no entanto, em muitas não se propõe a aplicação, sendo esta uma etapa muito importante para o desenvolvimento e a evolução do conhecimento científico. Também não encontramos nos manuais analisados qualquer atividade caracterizada POCEA sem guião ou do tipo Investigativo.
The scientific and technological evolution, almost daily, which results in strong, and increasingly increasing interventions in daily life, conditions the formation of critical and informed students, capable of making responsible and informed choices and finding solutions to day-to-day problems. In view of this, science education needs to offer opportunities for students to increasingly engage, carry out, question and debate the processes of construction of science/technology and its use by society and to understand the possibility of refuting old ideas for the acquisition of new data. We believe that the performance of experimental activities that consider the students' previous conceptions and confront them with observation, that give rise to explanations and generalizations and that provide new situations of application of the acquired/developed knowledge/ skills, can contribute to achieving the previous designs, even with young students. It is in this context that an investigation was developed into didactic textbooks on Natural Sciences, 4th year of Elementary Education, in order to understand what kind of experimental activities they suggest to be carried out and how they are organized and explored. The analysis of the 18 manuals adopted in 2019 in Rio Grande do Sul, Brazil, allows us to conclude that there is a predominance of experimental activities of the POCEA type (predict, observe, compare, explain, apply) with a script, however, in many it is not proposed application, a very important stage for the development and evolution of scientific knowledge. We also did not find in the analysed manuals any activity characterized as POCEA without a script or of the Investigative type. Keywords: Elementary School; experimental activities; textbooks
The scientific and technological evolution, almost daily, which results in strong, and increasingly increasing interventions in daily life, conditions the formation of critical and informed students, capable of making responsible and informed choices and finding solutions to day-to-day problems. In view of this, science education needs to offer opportunities for students to increasingly engage, carry out, question and debate the processes of construction of science/technology and its use by society and to understand the possibility of refuting old ideas for the acquisition of new data. We believe that the performance of experimental activities that consider the students' previous conceptions and confront them with observation, that give rise to explanations and generalizations and that provide new situations of application of the acquired/developed knowledge/ skills, can contribute to achieving the previous designs, even with young students. It is in this context that an investigation was developed into didactic textbooks on Natural Sciences, 4th year of Elementary Education, in order to understand what kind of experimental activities they suggest to be carried out and how they are organized and explored. The analysis of the 18 manuals adopted in 2019 in Rio Grande do Sul, Brazil, allows us to conclude that there is a predominance of experimental activities of the POCEA type (predict, observe, compare, explain, apply) with a script, however, in many it is not proposed application, a very important stage for the development and evolution of scientific knowledge. We also did not find in the analysed manuals any activity characterized as POCEA without a script or of the Investigative type. Keywords: Elementary School; experimental activities; textbooks
Description
Keywords
Ensino Fundamental Atividades experimentais Manuais escolares
Citation
Oliveira, Katia; Pires, Delmina (2021). Experimentar Ciência: um olhar sobre os manuais escolares. In F. Teixeira; F. Paixão; A. Frias; S. Silveira; D. Vaz; J. Morgado (Coords) XIX Encontro Nacional de Educação em Ciências: Interações e desafios. Coimbra: Associação Portuguesa de Educação em Ciências. p. 31-34. ISBN 978-989-99491-1-9
Publisher
Associação Portuguesa de Educação em Ciências