O impacto da experimentação demonstrativa - investigativa no ensino de ciências no 6º ano do ensino fundamental II.

Abstract

Each day, a great scientific and technological development is observed, which requires from individuals a better understanding and participation in Science. Thus, science teaching developed in educational systems needs to be improved so that a balance is established between it and the demands of the outside world, but what has been seen in schools is a methodology based on the transmission of knowledge accumulated by humanity, that is, the traditional teaching. It presents to students a misconception that science is something finished and at the same time complex, and the scientist is privileged to discover and understand it. This idea prevents man from becoming an individual with own opinions and participative, what is required in the society today. Several researchers in the field of education have developed, throughout the years, many studies, which present new methodological proposals aiming to demystify the idea conveyed by the erroneous use of only traditional teaching, enabling students to develop a more meaningful learning. Among these proposals for science, is experimentation in the classroom. This research selected one of the types of experiments that can be developed in schools, demonstration experiments, which was applied, analyzed and discussed throughout this paper. The aim of this study is to evaluate the influence of using the chosen methodology in the teaching of science in the 6th grade of elementary school, evaluating the development of students before, during and after the application of experimental activities. Furthermore, the use of theoretical lessons with a more discursive and constructive approach was evaluated, and the application of the experimental and demonstrative methodology before and after the presentation of contents. A quantitative and qualitative approach of research was developed, data is based on student’s marks collected and on direct observation of student performance. Based on data analysis it was found that most students presented better motivation and attention span during class, including students who did not participate during classes. At the start of the process, many students had difficulties in dealing with activities in the applied verification classes, but throughout the semester they improved their observation skills and relating theory and practice. It is, therefore, concluded that the use of demonstration experiments based on the construction of ideas and at the interface between theory and practice, presented positive results with regard to student performance, enabling the development of fundamental skills such as organizing, registering, comparing, expressing, questioning, criticizing, explaining and discussing. Thus, the student becomes part of their own learning process.