Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
Science Teaching has adopted a visual character as a result of an historical process. It has been granted a significant relevance to vision for the comprehension of such knowledge area. Relating this fact to Inclusive Education perspective pointed out in national and international documents, the pre...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/48289 |
| Acceso en línea: | http://periodicos.ufsm.br/educacaoespecial/article/view/48289 |
| Access Level: | acceso abierto |
| Palabra clave: | Science Teaching Visual Deficiency Multisensory Didactics. Enseñanza de Ciencias Deficiencia Visual Didáctica Multisensorial. Ensino de Ciências Didática Multissensorial. |
| Sumario: | Science Teaching has adopted a visual character as a result of an historical process. It has been granted a significant relevance to vision for the comprehension of such knowledge area. Relating this fact to Inclusive Education perspective pointed out in national and international documents, the present literature review aimed to research about published papers in scientific journals between the years of 2000 and 2019 that describe and discuss Science Teaching practices oriented to pupils with visual deficiency in formal and informal educational contexts (excepting museum spaces). Databases consulted included SciELO, Integrated Libraries System of São Paulo University (SIBI USP) and Scholar Google, searching for papers that address the thematic by describing and analyzing the practices. Search was done by key-words: Science Teaching and Visual Deficiency and Didactic Sequences; Science Teaching and Visual Deficiency; Science Teaching and Visual Deficiency and Didactic Resources. With basis on specific selection criteria, it was selected and analyzed 12 papers. Results show that, instead of not doing direct reference, papers discuss the multisensory principle, that conceives science teaching and learning starting from all human senses, being adequate for both persons with and without deficiency. It is possible by means of a development process that overtakes the conceptual acquisition and achieve the transformation of students’ attitudes, especially regarding the relationship between the pupil that is doted of vision and his colleague with visual deficiency. |
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