Teaching tools and the quality of science education: some reflections
During the years 2014 and 2015 developed a survey in order to collect data and reflect on the relationship between the quality of teaching and learning science and the tools and teaching resources used, with the participation of five students from the Biological Sciences, belonging to a public University of São Paulo, Brazil; five teachers and about 120 students, divided into four different classes of middle school. The methodology involved document analysis, records of teaching episodes, identification and analysis of teaching tools. Activities that aroused most interest were: games, videos and hands-on activities like watching slides in microscopes and magnifying glasses in structures, organization of a garden, strawberry DNA extraction and assembly models of the solar system. The students showed great interest during the explanation of the contents, mainly while the materials were demonstrated. Despite research in science teaching area present analyzes, discussions and productions of different resources and teaching materials, which can diversify, streamline and better prepare the lessons, the results just are applied in real situations in class, seeking to improve the quality of teaching and learning. Hence the importance of making enforcement activities and analysis of different resources, instruments and teaching activities. It is vital to establish partnerships between universities and schools as institutions that produce, test, analyze and evaluate the tools, resources, and activities used in teaching to seek improvements in built learning.
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