Práticas educativas no clube de ciências como estratégia para o ensino de Ciências

Abstract

Teaching-learning also occurs in non-formal spaces, meaning, unconventional teaching spaces that nonetheless present an educational intent. In this regard, Science Clubs are understood as non-formal teaching spaces that combine several strategies for preparing students in different aspects: cognitive, critical, and personal development, Scientific literacy, and social relations that enhance the exercise of citizenship. Having these indicators in mind, this research was guided by the following question: How can Science Clubs, non-formal teaching-learning spaces, contribute to science teaching in the training of basic education students? Thus, we established as the central objective of the research: Analyzing the Science Club developed by the Pedagogical Residency Program at Vila Nova Public School, investigating the club's performance in the science teaching-learning process to identify the formative potential of this non-formal space. The present study comprises research of qualitative approach, of the participatory research type. Questionnaires, interviews, and participant observation (observations and records in the field notes) were the instruments used to construct the data. The data was then analyzed using Bardin's Content Analysis method, based on three predefined categories: 1) activities developed in the Science Club; 2) profile of club students and interest in participating in the Club, and 3) formative potential of the Science Club. The Club meetings took place in the second half of 2019, and 15 meetings were held, which were conducted by the researcher and the residents of the Pedagogical Residency Program. Different strategies focusing on students’ interests and needs were used, such as experimental, interactive, and cooperation activities that promoted scientific initiation and dissemination. The Club has a total of 17 club members, elementary school students, aged between 12 and 15 years old. The club members revealed that their main interest in participating in the Club was the search for knowledge and that they were motivated by the possibility of a "different" science through the activities carried out in the Club. The analyses led to the identification of four categories related to the formative potential of the Science Club: construction of scientific knowledge and Scientific Literacy; participation in scientific dissemination events; contributions to the personal development of students; and initial teacher training. Thus, we consider the Science Clubs as an important tool for teaching science, contributing to the construction of scientific knowledge and the personal and scientific training of students.