Experimentos no ensino de ciências: evidências para uma aprendizagem significativa e melhor aprendizagem dos estudantes

Abstract

For many Science teachers, in the initial and final years of Elementary School (5th to 9th year), the procedures to make students learn and stimulate significant performance is one of the challenges faced in the classroom, as there is always a confusion with the various contents covered and the meanings of problem concepts, formulas, calculations, etc. Subjects such as chemistry, physics and mathematics are in this middle ground, as they are subjects with content that require a lot of attention. It turns out that the procedures involved are of different nature in each case, for example, chemical experiments, instigate the search for knowledge, uniting theory with practice, establishing relationships between the contents of science. In this sense, the objective of this work was to examine how experimentation can be inserted in Science teaching from the 5th year to the 9th year of elementary school. To this end, the methodology of this work was based on carrying out a bibliographical research, based on the analysis of works published in the Capes database. With the analysis of the works found, we concluded that there is a capacity to absorb knowledge from experiments. It was also noticed that such experimental proposals lead to significant teaching-learning and student performance, disseminating knowledge and making them more dedicated to teaching science.