Uma Arquitetura Pedagógica para o ensino de Ciências

Abstract

Digital technologies should be incorporated into schools through proper strategies that would act as support for both: student learning and teacher’s work. In this context, this research, based on Jean Piaget's theory of knowledge construction, proposed to use a set of technological resources for Science teaching brought out by a pedagogical architecture for stimulating cooperative interaction between students, aimed at development of social and cognitive skills from the curricular component of Natural Sciences. It is a qualitative research shaped as a case study, carried out with 9th grade students of elementary school (final years) from Letício de Campos Dantas State School, on the northern area of Manaus-AM. In this context, a Pedagogical Architecture for Science Teaching (APEC) was developed using cooperative techniques such as Peer Review and Group Investigation, WhatsApp as virtual learning environment and with focus on Physics contents. The study was divided into three phases: Pre-intervention (Diagnostic phase); Intervention (Application phase) and Post-intervention (Evaluation phase). Results showed that APEC helped the development of specific skills and competencies in the area of Nature Sciences - through it students have developed cooperative learning projects, created contents (videos and web sites) on the subjects investigated, interacted and debated through virtual learning environments, being protagonists of teaching-learning processes.