A experimentação para o ensino de ciências e biologia: o que pensam os licenciados

Abstract

For many years, experimentation for science teaching has been seen as a good alternative for achieving effective learning. It is possible to perceive that the experimentation allows a greater involvement of the students in the activities, generates autonomy and can collaborate for the reduction of the disinterest so common. However, it is known that in addition to handling glassware, for example, there is also a need to move ideas among students, which normally does not happen and seems to be one of the problems that hinders students' learning, that is, the how experimentation happens. In this sense, the training experiences that undergraduates acquire play a fundamental role, since the knowledge acquired during graduation will reflect on how these activities will be elaborated and applied in the classroom. With this in mind, the research aimed to understand how initial training has contributed to the training process of future teachers able to experiment with teaching science and biology in basic education and how these issues are addressed and/or learned by them during graduation. For this, an online form was applied to undergraduates of the Licentiate in Biological Sciences of a public university located in the city of Manaus, who were regularly enrolled from the 5th period of the course. For the analysis of the results, the Content Analysis methodology was used, in which the categories used were: proof of theory, demonstration of theory, complementation of theory, synonymous with motivation and facilitator of learning. As a result, it was possible to observe that the participants bring different conceptions, from their formative experiences, about experimentation. 5 (21.74%) believe that experimentation serves to prove a theory; 5 (21.74%) believe that it has a demonstration role; 5 (21.74%) see it as a complement to the theory; 5 (21.74%) as a learning facilitator and 3 (13.04%) believe that it is synonymous with motivation. In addition, most students have experiences with experiments carried out in the laboratory and that most of the practices experienced in graduation are classified as demonstrative, having no relation to the daily lives of students. Based on these results, it is necessary that more theoretical and methodological questions about experimentation be addressed at graduation, so that undergraduates can better understand the needs of this practice for teaching and learning. Keywords: Formative process; future teachers; formative experiences.