Recursos didáticos no ensino de ciências e o processo de aprendizagem do/a aluno/a: uma revisão bibliográfica

Abstract

The article aimed to analyze, through a theoretical review, the relationship between teaching resources and pedagogical practice in Science education during the final years of Elementary School. For the theoretical framework, authors such as Cerqueira and Ferreira (2007), Lopes (2019), and Nicola and Paniz (2016), among others, were used. This research was conducted using a qualitative-quantitative approach of a descriptive bibliographic type, based on scientific articles published between 2018 and 2024, selected from the CAPES Journal Portal and the Bia Repository databases. The results indicated that the use of teaching resources such as games, models, and others significantly contribute to student engagement, enabling the understanding of abstract content and the development of scientific literacy. However, the studies also highlighted challenges such as the lack of resources, insufficient teacher training, and the poor infrastructure of many schools. It is concluded that teaching resources, when used in a planned manner and aligned with pedagogical objectives, are fundamental tools for making Science education more dynamic, engaging, accessible, and inclusive.