A instrumentalização no ensino de ciências como estratégia metodológica facilitadora de aprendizagem.

Abstract

Teaching science nowadays constitutes a challenge regarding basic education, specifically in the elementary teaching. The way to teach as well as to learn science is the dilemma found in most schools. The traditional model of teaching, still used in the educational institutions, contributes to maintaining education decontextualized and fragmented as to the approach of the subject contents. The aim of this piece of research was to understand the instrumentation as a facilitating methodological strategy of learning. The research was guided by the qualitative approach whose strategy was based on the bibliographical, exploratory and participative research. It involved two science groups of the elementary teaching of a municipal school in the state of Paraíba. The methodological route occurred in two distinct and interrelated phases: a bibliographical survey was carried out in the CAPES journals, published between 2000 and 2014, in which the conceptions about science teaching were investigated; afterwards, in the school environment, pedagogical and school infrastructural aspects as well as the demands to instrumentation of science teaching were studied. A didactical and pedagogical plan of intervention was organized with thematic workshops mediated by diversified modalities during six classes. The results showed that the instrumentation of science teaching facilitates learning, once it boosts the curiosity and promotes the students´ participation in the classes, enabling a contextualized study of scientific knowledge. Teaching constraints and fragilities can be overcome by making the classes dynamic. At the same time, they impose the science teachers the responsibility of innovating their classes, seeking thus attractive and efficient methodologies for contributing to an effective learning construction.