(866.pdf) THE SEARCH FOR NEW RESOURCES AS A TOOL IN TEACHING IMPROVING THE TEACHING AND LEARNING OF NATURAL SCIENCES

摘要

The high scientific and technological development generates changes within society. You need to beupdated with the new strategies and resources that are being entered in the school. Given theseadvances in scientific knowledge, it is important to rethink strategies and teaching practices that mayaccompany these changes. Often a lesson merely expository, without innovative practices endsarousing students' disinterest in what concerns the search for knowledge. Soon we must instill thesestudents, so that you can achieve positive results in relation to the design of instruction. Given thatteachers have little time to cook teaching resources, and they often show reluctance and difficulty incatching up with technological innovations, this paper aims to build a teaching resource, new product,together with four teachers curricular component of the natural sciences who teach in grade 5/6 yearsof primary education in two public schools teaching Planaltina, Distrito Federal, Brazil. The making ofthis feature aims to promote better use of the theme in the natural sciences, those little understoodwithin the classroom as well as provide teacher support, underscoring the importance ofunderstanding not only the content but also the various methodologies that can be used in teaching.To achieve the proposed objectives will be initially conducted a qualitative research (in the form ofquestionnaire), with a group of four teachers on the main teaching resources used during lessons innatural science. After gathering information, it is intended to initiate the development of a teachingresource (it can be a feature multimedia, game, documentary and / or model) that will cover any gapspresent in the teaching of science, such as the difficulty understanding of certain content by students,the disinterest shown by students with respect to some topic or even the difficulty faced by the teacherto address any content abstraction difficult for students. The implementation of the proposal is dividedinto four stages. The first seeks to survey theoretical / literature about the research. The second stepconsists of the application of the questionnaire with the schools and teachers, and the data collectedon the third stage aims to develop a theoretical proposal of a teaching resource. The fourth and finalstep is to build the resource, ie, the end product will be delivered to the schools, and they will be readyfor immediate use of teachers in the classroom.