O ensino aprendizagem de ciências naturais no ensino fundamental (6º ao 9° ano): obstáculos enfrentados em sala de aula

Abstract

The purpose of this study was to identify the epistemological obstacles in the process of teaching and learning in science classes from the 6th to the 9th year of elementary education, as well, a study was conducted with teachers and students at the State School Elementary School Dr. Otavio Meira in the municipality of Benevides. To identify epistemological obstacles, we designed a questionnaire with questions and objective responses, which was applied in the classes of the 6th, 7th, 8th and 9th with the percent of participation and twenty students and three teachers, aiming the validation of the research instrument. Data were tabulated and worked in Microsoft excel spreadsheets, also used for drawing the graphs. After analysis of was possible to identify the main obstacles according to data analyzed teachers are: lack of concentration among pupils, school's physical space, lack of understanding of the contents in the 9th grade as well as other not necessarily relevant points that only reach the 9th grade as didactic transposition, the elaborations classes, curriculum, conducting experimental classes and research. What about the students as regards the obstacles according to data collected and analyzed the respective classes of the 6th, 7th, 8th and 9th grade, no significant results that can be considered a problem for these classes. And based on the results the authors present some guidelines as guiding questions for Natural Science teachers to use during curriculum planning, their classes. Thus providing teaching methods where the teacher can foster in students critical thinking.