O uso de materiais didáticos produzidos em biscuit como recurso pedagógico no ensino de ciências em turmas de 5º ano do ensino fundamental

Abstract

Science education in the early years of elementary school demands pedagogical strategies that favor the active participation of students and the understanding of scientific concepts through concrete and meaningful experiences. In this context, this work aims to analyze the use of didactic materials produced in biscuit (a type of polymer clay) as a pedagogical resource in science teaching, within the scope of the PROLICEN project supporting undergraduate degrees, entitled "Science in Everyday Life," developed by the Center for Human, Social and Agrarian Sciences of the Federal University of Paraíba (CCHSA/UFPB). The proposal consisted of the elaboration and application of didactic models in biscuit used during pedagogical interventions in 5th-grade elementary school classes, seeking to investigate how concrete and manipulable materials can contribute to the learning of scientific content. The research is characterized as qualitative-quantitative, observational and experimental in nature, involving activities developed in the classroom with the accompaniment of the teachers of the participating classes. Data collection instruments included participant observation, questionnaires administered to teachers, and pre- and post-tests with students, aiming to evaluate content comprehension before and after the use of the developed teaching resources. In total, six pedagogical interventions were conducted in three 5th-grade classes, with two interventions in each class, addressing content related to the digestive system and the food chain. The results indicated that the use of biscuit-based teaching materials fostered greater student participation in classes, stimulated curiosity, and contributed to a better understanding of the scientific content covered. It is concluded that the use of manipulable teaching resources, such as biscuit-based models, constitutes a relevant pedagogical strategy for teaching science in the early years, contributing to a more dynamic, participatory, and meaningful teachinglearning process.