Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/33123
Título: Ensino da história da vida na Terra: um relato de experiência na disciplina Metodologia do ensino de Ciências
Título(s) alternativo(s): Teaching the history of life on Earth: a narrative of experience in the subject of Science teaching methodology
Enseñanza de la historia de la vida en la Tierra: una narrativa de experiencia en la disciplina Metodología de la enseñanza de Ciencias
Palavras-chave: Ensino de Ciências
Evolução
Metodologia
Science teaching
Evolution
Methodology
Enseñanza de Ciencias
Evolución
Metodología
Data do documento: 2018
Editor: Associação Amigos da Natureza da Alta Paulista (ANAP)
Citação: REZENDE, R. L.; NOGALES, J. A. C.; NASCIMENTO JUNIOR, A. F. Ensino da história da vida na Terra: um relato de experiência na disciplina Metodologia do ensino de Ciências. Fórum Ambiental da Alta Paulista, [S.l.], v. 14, n. 5, p. 56-68, 2018. DOI: http://dx.doi.org/10.17271/1980082714520181961.
Resumo: This article is an analysis and discussion made from a narration of experience lived in the discipline of Science Teaching Methodology. In order to accomplish these achievements, a qualitative methodology was used, using the information expressed by participants themselves, the researcher's experiences and the support of the theoretical framework adopted. Thus, three categories were formed based on the content analysis of 16 evaluations made by participants who attended and evaluated the reported class. These assessments are based on two criteria: 1) positive points and 2) points that can improve. The following points were raised: evaluation method; pedagogical resource; and dissonance between resource and classroom narrative. With this, it was observed that the design was valued as an evaluation method, recognizing its role in the construction of knowledge collectively and as an object of possible other reflections. In addition, due to the geological time presented complexity in being understood by the students, they accepted that the clock was interesting in the analogy of it with the time of a day of 24 hours, facilitating its understanding. Finally, it was emphasized the importance of the activity to be well prepared the relation of the clock with the rest of the methodology, so that the pointer's fidelity to the story's progress can be maintained, since they have been in a lack of harmony sometimes. However, it was understood the importance of creating alternative methodologies to work on content that needs more abstractions, especially in a countr y where learning is based on traditional teaching, and is mainly used exposure and demonstration of content.
URI: http://repositorio.ufla.br/jspui/handle/1/33123
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