As unidades de ensino potencialmente significativas no ensino de Ciências da Natureza: um estudo exploratório

Abstract

The present work had as general objective to investigate the publications, using the CAPES portal database, on the use of the active methodology Potentially Significant Teaching Units (PSTU) in the Teaching of Natural Sciences in the last 5 years. As specific objectives were established: to quantify and characterize the publications in terms of teaching level, sub-area of Science Teaching and theme; and to identify the contributions of the UEPS in the Teaching of Natural Sciences. Regarding the nature of the research, it is characterized as qualitative, with an exploratory and bibliographic character. To select the articles, the term “Potentially Significant Teaching Units” combined with “Science Teaching” was used as a descriptor and the data were explored from the content analysis. In total, 17 works were found and 10 of these were considered for analysis. Regarding the characterization of publications, it was found that the level of education with the highest number of works was High School (n=5). In Elementary School there were 3 jobs and 2 in Higher Education. The themes explored were diversified and Physics was the subarea with the highest number of articles (n=4, with 1 proposed for Elementary School). Only 1 of the works developed an interdisciplinary proposal. Regarding the results on the main contributions of the PSTU in the Teaching of Natural Sciences, the following stand out: meeting the formative demands of contemporaneity, promoting meaningful learning and encouraging social interaction and student motivation in the teaching-learning process. With this research it is believed to contribute to consolidate the use of PSTU in the area of Teaching Natural Sciences with a teaching perspective that values the role of students, their experiences and experiences.