A utilização da experimentação nas aulas de ciências da natureza no ensino fundamental e médio

Abstract

Experimental activities carried out with students have been portrayed among researchers in the area of Science Education, in relation to their practices and approaches. Applied science in schools aims to educate the individual with the aim of making him able to exercise his citizenship in a reflective and critical way. The combination of theory and practice in the school environment results in more dynamic and productive classes, making the student understand the importance of the content, often being related to the student’s own experience. From this perspective, the present study aimed to investigate the use of experimentation in science classes, in elementary and high schools of various public and private schools. In the methodological way, we opted for a qualitative and quantitative research. Semi­structured online interviews were conducted with science teachers from various locations in Brazil as an instrument for data collection. The interviews were transcribed in graphs to make teachers' responses visible and quantifiable. The conclusions obtained from this research indicate that teachers mostly use experimental activities in their classes, but with an inductive view of science. In addition, the lack of continuous training of some teachers also represents a warning. However, it is verified that teachers use accessible materials in an attempt to break with the difficulties to use this type of activity. We studied the skills and skills highlighted in the National Common curriculum Base ­BNCC for the Teaching of Natural Sciences where, we sought to analyze the role of experimentation, as well as, the guidelines of the document related to the use of previous knowledge and the daily life of the student.