PONTES JÚNIOR, Ana Carolina.
Résumé:
The use of teaching methodologies are increasingly discussed by several educators who demonstrate in their studies the importance of their insertion in the educational scenario, not only arouse the students ' interest in classes, but also acting in their cognitive development and autonomy. In view of the effectiveness of Didactic Modalities – MD in the teaching-learning process, this research intends understand how these MD are inserted in the science and biology classes, in public and private institutions in the municipality of Santa Cruz (RN). For data collection, half-structured interviews were conducted with 13 sciences and/or biology of the fundamental II and middle segment. The data raised, showed that 100% of teachers consider fundamental didactic planning, however the same percentage still utilizes massively the expository lessons, although 61% of teachers consider the most effective practice lessons in the teaching process. The data also revealed that a considerable number of teachers (31%) consider it difficult to teach science and/or biology, being the easiest class to be held according to 61% of educators who claimed troubling motives, such as the lack of financial resources for the preparation of lessons involving diversified teaching methodologies, as well as their own dependence on the textbook. With the view that MD are important and effective instruments for both the teacher and pupil in the teaching process, acting as a facilitator and enabling the development of meaningful learning, it is essential that educators do not restrict themselves to the traditional educational model, where the expository lessons performe the educational scenario. In this way, it is hoped that the results obtained in this work collaborate for the insertion of MD in education.
