Metodologias de ensino no ensino das ciências da natureza

Abstract

The teaching methodologies used by the teachers in the classroom are many, and they see in the sense of qualifying the teaching practice and make the contents motivating the students, meaning in this way the process of teaching and learning. However, these methodologies need to be thought and reflected, and often modified by teachers to meet the demands of the students, adapting to each context and situation. The preparation of the classes, as well as the methodologies selected to treat the curricular contents demand, among other things, teacher preparation, mediation and discussion of the teaching process with the students in order to reflect on the best way to work in the context of each class, and of each school environment. The teaching and learning process depends very much on the individual character of the teacher and the organization of the classes must always correspond to the expected objectives. In this way, the objective of this work is to analyze the use of different teaching methodologies described in the Biology Teaching Journal - Brazilian Association of Teaching of Biology (SBEnBIO), comparing the data referring to these methodologies and evaluating them when learning, linearly traditional pattern, as well as to verify the ones most used by teachers. To do so, it will be conducted in a qualitative perspective in the form of a bibliographical review, through data analysis and various information collected in the Journal of Biology Teaching - Brazilian Association of Teaching of Biology (SBEnBIO) regarding the most diverse teaching methodologies used in the science teaching, being described and presented in order to describe the possibilities of teaching in the area of sciences. We verified with regard to Science teaching that the methodological process of teachers has been modified and transcending the traditional methods of teaching, going through to the most varied approaches of contents and proposals of activities, and much of this is due to the continuous formation of teachers and especially the discussions and improvements of these professionals at the level of initial training.