Modelos didáticos como ferramenta inclusiva no ensino de ciências

Abstract

This paper aims to analyze the effectiveness of the use of didactic models for learning the content of "atomic models" of a student with visual impairment. The teaching resource produced was used with a blind student of the 9th grade of elementary school, being built, based on indirect observations of science classes and a semi-structured interview with the student. The research has a qualitative character, in the case study type. The results were analyzed through pretest and posttest applied and through observations made during the application. It was possible to observe the effectiveness of the model used, since the student actively participated in the learning process and built concepts, comparing with the methods used in previous classes by the subject teacher. The resource also provided the student with greater accessibility and participation in science classes, something that did not happen in class.