O uso sustentável da água no ensino aprendizagem: utilização da dramatização como ferramenta de ensino.

Abstract

The teaching of science further enables knowledge exchanges with the creation of debates, excursions and drama in the classroom on topics that make students feel inserted and responsible for the present and future of the environment. The play promotes social interaction and facilitates learning approaching scientific knowledge to the student. This work aimed to evaluate the efficiency of the teaching-learning process of students 6th grade after the use of drama on the sustainable use of water as didactic teaching tool, turning environmental concepts to the quality of life. The research was conducted at the Escola Estadual de Ensino Fundamental e Médio Jarbas Passarinho in Belém of Pará. The study involved four distinct stages in two different classes in the 6th grade. In step 1 a socioeconomic questionnaire was applied and given to lecture at different times for the two classes A (experimental) and B (control). In step 2, after a week, the evaluation test 1 was applied in two groups, with ten questions. In step 3, the experimental class the practice session involving the drama was developed. While the control group was developed a lesson plan with the traditional methodology consisting of exercise application. In the last step, 4, was applied again an evaluation test, the two groups A and B, with ten questions. Based on data obtained through the application of socioeconomic questionnaires it can be concluded that the two groups studied s present students with social and similar economic characteristics. Through applied evaluative tests it was concluded that the proposed active methodology applied to experimental group did not contribute positively to the growth of learning achievement of students in the class in question. Evaluative tests indicated the effectiveness of solving as traditional methodology in the learning of the control group students.