Novos rumos para as aulas experimentais no ensino de ciências: mito, mistério e necessidades.

Abstract

The investigative experimental activities show increasingly as a strategy of great importance in the teaching-learning process of Science, because it allows the learning of concepts and development of important abilities. Based on these assumptions, this work presents a report of an experience with investigative experimental activities in Science teaching at a public school in Nova Floresta – PB. The work was developed with students of two classes of the 7º year of Elementary School and the main goal was evaluate the application of experimental activities as pedagogical resource in the teaching-learning process. In this study we seek to develop a methodology that, beyond characterizes the students’ thinking along all investigative activity, allowed associate the background knowledge of each student with his performance and strategies used during the activity, relating it with some daily problems. The experimental activities proposed were prepared taking into account three themes: Microbiology, Evolution and Morphology and Plant Anatomy. With this method the students demonstrated themselves more interested and participative, realizing a significant changing in the understanding of the contents. Therefore, It is thus evident that the experimental classes in science education are stimulating and essential for students to build their knowledge.