Utilização do aquarismo como estratégia didática no ensino de ciências e biologia, com foco na formação de professores

Abstract

It is necessary to consider teaching alternatives that promote the teaching practice, in view of a existing gap in public education regarding the lack of science laboratories e didactic models. Thus, seek solutions that favor the teacher's role and contribute to a differentiated learning means to consider the formation of critical citizens with the social context in which they are inserted. In order to understand a school located in rural area of Cruz das Almas, Bahia, we conducted observations and collected information through: the Teaching Political Project, of bibliographic search, with application of semi-structured interviews with school directors, support staff and teachers. By analyzing the data, we understood that the school lacks courseware that facilitates the teaching of science. In this sense, this research’s goal is to develop a training course for teachers of Science and Biology on the technical "Aquarism in the practice of teaching Science and Biology", namely that the ornamental fishkeeping corresponds to the set of techniques for maintaining balanced water in aquariums. This course was planned at the same school so the teachers could get involved considering their disponibilty of time, the organization was based in workshops in which combined theory and practice to improve knowledge development. In this way, during the workshops was remarkable that teachers envisioned the use of ornamental fishkeeping in teaching Science at the last workshop planned lesson plans with various contents of the Elementary School II (6th to 9th grades). To ensure the safety of the aquarium in teaching, it was applied a final survey to the teachers and the school management to verify the feasibility of our suggested teaching tool. Upon confirmation and acceptance by those involved, it was found that this teaching tool in study presents real possibilities for teaching and learning Science and Biology.