Introdução de feiras de ciências no contexto educacional no ensino de física: Relato de experiência

Abstract

Although Science Fairs were already popular in schools since the 1960s, it was only in the 1990s that they gained traction and became recognized as a teaching and learning methodology. Currently, they are recognized as alternative teaching and learning spaces that foster interdisciplinarity, contextualization of knowledge, and scientific dissemination. Methodologically, this study is based on qualitative research, seeking relevant results from work developed in a school environment, including 1st, 2nd, and 3rd grade students. To this end, we draw on authors who address the topic, such as Mancuso; Filho (2006), Costa (2017), Rodrigues (2019), among other authors and official documents that guide Brazilian education. Finally, it proved to be an excellent tool in the learning process, being a resource that should be even more used in pedagogical practice, since in addition to promoting student motivation, it also provides a playful and didactic scientific environment. This finding was evident through an evaluative questionnaire that was answered by the students.