Implementação de um makerspace na perspectiva STEM em séries iniciais do ensino fundamental

Abstract

This study aims to investigate the process of implementing a Makerspace in a public school in Londrina/PR through a case study. To achieve this goal, we approached the theoretical contributions of the Maker movement, the Teaching by research and its relations with the Project learning methodology. It aims to determine the pedagogical impact of a Maker environment for Science learning in the early years of elementary school. Specifically, we conceived, implemented and monitored the development of a maker environment in the early years through Design Thinking, proposing a STEM instructional approach, testing the project environment as a pilot project in the municipal school system. It also intends to encourage the search for knowledge and skills that are contextualized by placing the student as an active subject of their own learning and allowing the teacher to pay attention to new ways of dealing respecting the particularities of each content and especially associating with the process of teaching Science. The research data were collected in the application environment of the educational product; responses of students and teachers of the school were analyzed, characterizing this study a qualitative analysis of two groups. The results of this investigation indicate that Maker principles can be applied in Science education and are noticeable in investigative activities especially when the teaching process is working in an integrated manner, cooperating for long-term memory registration and systematization explaining how doing is part of the learning process. There is also evidence that the approximation of these principles with research teaching and learning project can generate new theoretical and practical possibilities of science education allowing the student a range of opportunities to arouse the desire to learn and understand the content addressed and making them to become active part of learning process.