Análise da concepção docente frente a experimentação no ensino de ciências
This project had as its theme to explore the importance of experimentation in the teaching of science based on the teacher’s point of view, evidencing how the initial formation of the teacher and his experience during the graduation course contribute to the formation of cognitive meaning in the rela...
| Autor principal: | Soares, Isabella Capistrano Cunha |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| 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/1/22108 |
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| Resumo: |
This project had as its theme to explore the importance of experimentation in the teaching of science based on the teacher’s point of view, evidencing how the initial formation of the teacher and his experience during the graduation course contribute to the formation of cognitive meaning in the relation to practical activities. Experimental practices are important as a methodology of science teaching for contributing to the social and scientific formation of students, instigating them to question about the phenomena of everyday life creating a critical thinking besides having a motivating and playful disposition. Despite this, we observed that there is a difficult in applying practical activities in the classroom. Analyzing the answers of questionnaire applied to 28 teachers from public schools in Campinas – SP and region. It was found that teachers believe that experimentation is an essential point in science education for students to apply their knowledge by relating theory and practice. However, teachers find it difficult to apply practical activities in the classroom because of the lack of infrastructure and materials offered by the school, excessive hours of job and large numbers of students per classroom and deficiencies in teacher formation. |
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