Recursos didáticos no ensino de ciências sob uma perspectiva interdisciplinar: Um estudo de caso no 4° ano do ensino fundamental

Abstract

Through bibliographic studies, experience reports, and a case study using an experimental approach, this research aimed to evaluate the use of teaching resources in Science Education from an interdisciplinary perspective, in a 4th-grade class of a municipal public school in Bananeiras, Brazil. The study sought to highlight the potential of innovating teaching strategies through the use of accessible materials, stimulating creative and feasible practices to be applied in the classroom, as well as encouraging scientific curiosity. Methodologically, it adopted a quali-quantitative approach, exploratory and explanatory in nature, employing four questionnaires with open- and closed-ended questions as research instruments. The theoretical framework was supported by authors such as Paulo Freire (1983; 1987), Prodanov and Freitas (2013), Willian Santos and Rebeca Galletti (2023), among others, in addition to official documents such as the National Common Curricular Base (BNCC), the National Curriculum Guidelines for Basic Education, the National Curriculum Parameters for Natural Sciences, and the Law of Guidelines and Bases of National Education (Law nº 9.394/96). These references provided the foundation for the interdisciplinary approach, emphasizing the importance of integrating different areas of knowledge to promote meaningful and contextualized learning. The results revealed that the applied methodology contributed to an increase in the students’ average percentage of correct answers, indicating greater appropriation of the contents addressed. Findings also demonstrate that preparing Science Education, especially from an interdisciplinary perspective that goes beyond content transmission, while incorporating active methodologies, is essential to foster reflective, critical, and scientific thinking, as well as to encourage investigative curiosity and the autonomy of students.