Modalidades didáticas nas aulas de ciências: dizeres de alunos e professores de uma escola pública da região oeste do Paraná

Abstract

Nowadays is observable difficulties in the school environment, mainly in relation to the interest and curiosity of the students as the contents taught in the classroom. Among the possibilities directed to the diversification and search for the most dynamic and interactive classes it contrast the use of different didactic modalities in the teaching and learning process. In this context, the present project was directed to check which are the didactic modalities most used in the classes of Sciences, in a public school in the western of the state of Paraná. The data were constructed through two questionnaires: one directed to the students of the final stage of Elementary School (ninth grade) and another to Science teachers. The questionnaire contained items identifying the participants' profile (gender, age, city where they live, among others) and items related to the existing resources in the school and didactic modalities used in the science classes taught in 2018. The data were analyzed qualitatively according to the theoretical and methodological assumptions of Content Analysis. Sixty students and two teachers participated in the research. Most of the students were between the ages of 13 and 15, studying in the afternoon period, never studied in another school and considered the science classes as "excellent", "very good" or "good". The teachers were graduates of Sciences with qualification in Biology, specialists in Methodology of the teaching and learning of Sciences, teaching science to 5 classes or more and mentioning the scarcity of time, infrastructure and financial resources as obstacles to the diversification of didactic modalities in the teaching and learning process of Sciences. Regarding the resources available at the school, most of the students and teachers confirmed the existence of diversified spaces and materials such as science lab, computer room, library, multimedia projector and pen drive TV in classrooms. Regarding the didactic modalities, the students affirmed as "very used" the lectures, dialogues, directed study and the resolution of exercises and problems, mentioning as "never used" the field classes, science fair, dramatizations, interviews and simulations, coinciding with the answers provided by the teachers. The teachers affirmed to consider as most significant modalities the researches, debates, resolution of exercises, reading, experiences, group work, demonstrative classes and practices while the students emphasized the importance of modalities that favor "exposing our ideas" and "leaving the room". It was concluded that different didactic modalities are used in school science classes, although the expository classes and individualized activities in the classroom prevail.