Metodologias ativas no ensino de ciências: uma abordagem bibliográfica
When dealing with active methodologies of science teaching it is understood that it is the role of the teacher, adopting these approaches, no longer having an action of transmission of content and becoming a mediator of the teaching and learning process, transforming their own ways of thinking and a...
| Autor principal: | Souza, Fernanda Campos dos Santos de |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/25856 |
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| Resumo: |
When dealing with active methodologies of science teaching it is understood that it is the role of the teacher, adopting these approaches, no longer having an action of transmission of content and becoming a mediator of the teaching and learning process, transforming their own ways of thinking and also that of their students, stimulating selflearning and colearning as a way of acquiring skills , values, knowledge and attitudes. In this perspective, this research work had as main objective to present the active methodologies as a form of teaching and learning in science teaching. In order to meet the proposed objective, we proceeded with a bibliographic review research based on authors who have already discussed the subject. We analyzed 327 papers published between January 2000 and January 2020. There are several benefits obtained by bringing active methodologies for science teaching. However, this research did not intend to exhaust the theme, but rather to bring reflections on the importance and role of active methodologies in the science learning process. The fundamental use of active methodologies in science teaching is pointed out, prioritizing the participation of students together with teachers, because these methodologies help to improve the quality of teaching, besides creatively encouraging the development of students, at the same time, which open paths to new ways of thinking about teaching practice in Basic Education. |
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