Navegando por Autor "MARTINS, Ismailton Ferreira"

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    Concepções de professores de ciências biológicas sobre as aulas práticas
    (2020) ARANTES, Shirley de Lima Ferreira; MARTINS, Ismailton Ferreira
    This article presents the results of a research that investigated teachers' conceptions about practical classes for the teaching of Biological Sciences, aiming at understanding: i) the role they attribute to these activities; ii) the difficulties perceivedby them; and iii) strategies used. An online semi-structured survey was disseminated and applied to groups of science teachers through the Facebook social network. Statistical analysis of the simple frequency of quantitative data and content analysis of discursive responses were carried out. 23 teachers participated in the survey, most of them female (61%), up to 41 years of age (74%), complete higher education (95%), and graduate studies (52%). 95% hold practical classes in science teaching and evaluate that their main role is to complement theoretical classes (52%); motivate students (18%); and develop classes (18%). Half of the public schools in which they work/worked lack a science laboratory, performing practices in the classroom (45%) and external area (27%), with difficulties in obtaining inputs (82%). In the conceptions of the teachers, the implementation of practical classes involves institutional factors, the education and qualification of the teacher, and personal features, such as motivation and skills for classroom management. These data corroborate the literature in reference, emphasizing, however, a tendency of greater consonance between the beliefs about the effectiveness of practical activities for the teaching of Sciences and the tasks effectively performed in daily life. These results point to the urgency for public policies to invest in schools’ infrastructure, and the importance of disseminating investigative teaching and experimentation during the initial and continuing teachers’ education so that concepts and practices in science teaching are integrated.