Aulas experimentais no ensino de ciências: benefícios e desafios

Abstract

The article deals with a review of previous research that dealt with experimental classes in the teaching of natural sciences, exposing their benefits and the barriers that still need to be worked on so that this methodological tool is applied and the best for students to be taken from it. There are numerous theoretical aspects that evaluate the possibilities and limits of the use of experimentation in science teaching. The objective is to highlight the discussions postulated by various theorists and researchers when trying to punctuate what is already available with what is still missing so that there is a balance. Finally, we point out challenges that show that the lack of support, the lack of pedagogical guidance and the lack of preparation in teacher training courses are the main responsible for the fact that the teacher does not use experimentation in a systematic way. The experimental work when guided by the teacher and developed by the students, brings a perspective for the resolution of a real problem proposed by the teacher, the possibilities of the students to participate in the activity, reaching the desired scientific knowledge, expand considerably.