Metodologias diferenciadas utilizadas no ensino de ciências e biologia
This work was thematic methodologies used in the classroom with teachers of elementary school in the discipline of science and with teachers of high school in the discipline of biology in schools of the city and the countryside in the west of Paraná. Often the students are faced with methodologies t...
| Autor principal: | Refatti, Alcione |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/20594 |
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| Resumo: |
This work was thematic methodologies used in the classroom with teachers of elementary school in the discipline of science and with teachers of high school in the discipline of biology in schools of the city and the countryside in the west of Paraná. Often the students are faced with methodologies that are not always attractive for the construction of their knowledge, being that the teacher plays a very important role in the process of teaching and learning of the student, sometimes because of lack of opportunities causes the teacher to finish by opting for a more traditional class, using only chalk and chalkboard, failing to use some other form that facilitates student learning. With the objective of investigating the methodologies used in the teaching of science and biology in rural and urban schools that contemplate the objectives of a differentiated education, questionnaires were applied to nine teachers with open and objective questions. It was observed in this study that all teachers (100%) of the interviewees use methodology in their classrooms and make use of the available technologies in the school. It was found that 67% of the interviewed teachers do not use the laboratory and 33% use a laboratory to perform practical classes, justifying the fact that some schools do not have a suitable place for laboratory classes, the lack of the appropriate place does what the teacher can not perform these activities. The didactic games are used by 56% of the professors interviewed. In this work, the need for an improvement in public education was broadly understood, not only with regard to material issues, such as construction and maintenance of laboratories and purchases of materials, but especially with regard to the number of students in the classroom of class, which should be adequate só that teachers can carry out differentiated activities só that all students can have the necessary learning. |
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