Science education: intrinsic and extrinsic factors that limit the use of experimental activities by elementary school teachers
In this paper we discuss the reasons by which teachers of the Brazilian primary school do not make use of experiments in their regular classroom activities. In order to investigate this problem, we have conducted a qualitative research making use of a questionnaire, interviews and an analysis of the...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Brasil |
| Institution: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repository: | Revista Investigações em ensino de ciências |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/444 |
| Online Access: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/444 |
| Access Level: | Open access |
| Keyword: | science education experimental activities elementary school. ensino de ciências atividades experimentais séries iniciais. |
| Summary: | In this paper we discuss the reasons by which teachers of the Brazilian primary school do not make use of experiments in their regular classroom activities. In order to investigate this problem, we have conducted a qualitative research making use of a questionnaire, interviews and an analysis of the textbooks used by the teachers. Our results show that the absence of pedagogical orientation by the staff of the school and insufficient science content in the preparatory teacher courses are the main reasons appointed by the teachers to justify the absence of experimental activities as a component of the regular classroom work. |
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