Contribuições para o ensino de ciências nos anos finais do ensino fundamental através da produção colaborativa de animações

Abstract

This work, carried out through a case study research, through participant observation, has the general objective of identifying potentialities aroused in students by the collaborative production of animations for the teaching of Science in the final years of elementary school. Thus, it was intended to investigate whether the mediation of Physics content through the collaborative production of animated videos by students allows a better appropriation of these themes by students and a greater predisposition for learning. Part of the research had methodological guidelines with the Interactive Triangle, which seeks to represent learning mediated by digital technologies, moving from a basic individual process to a social process, located in the joint activity of people, where student, teacher, and content are part of this triad. Collaborative production and Digital Information and Communication Technologies in the teaching and learning process, with the Interactive Triangle typology as the main element, were the theoretical references used in this study. To achieve the objectives outlined in this study, qualitative research was carried out with a class of ninth-grade of elementary school, in a school in the Municipal Education Network, in the city of Curitiba-PR. The instruments used in the data collection were the participant observation protocols, the researcher’s notes, audios collected during the activities, student notebooks, and animation scripts, in addition to the material produced by the teams. The didacticmethodological strategy, developed and applied with the participants, in addition to the theoretical framework of this research, supported the creation of a guide for the production of animations in the classroom, as an educational product, aimed at science teachers of the final years of the EFII. The research revealed that the strategy brought positive aspects concerning student engagement and predisposition to learning, in addition to contributions to the approach of Physics in this teaching stage.