A Atividade experimental para o desenvolvimento de habilidades cognitivas dos alunos no ensino de Ciências, em uma escola pública na cidade de Manaus

Abstract

Considering the development of experimental activities in Science classes, it is not a simple strategy to prove the theory through the application of pre-established scripts or handling laboratory materials, being far beyond the expectations of teachers. Through experimental activities, students can develop skills that will reflect their cognitive thinking. In this context, we organize the research, having as a scientific problem: the experimental activities in the Science classes, contribute to the development to cognitive skills of the student? The aim of this work it consists in analyze if the use of experimental activities in science classes can contribute with the development cognitive skills of the student. The research was carried out in a public school in the city of Manaus, in a class of the 8th year of Elementary School II, based on the qualitative approach, whose dialectical method, a participatory research, in which we conducted an interview with the teacher, observation in class classroom, application of an experimental activity and the focus group. The data generated allowed us to realize that through the application of experimental activity, students' cognitive skills can be developed, since the teacher did not perform due to some factors, not having a laboratory at school, the lack of time to develop experimental activities, support of equipment and materials provided by the school and students' lack of interest. This last factor was proven in the application of the experimental activity and in the focus group, in which the students had interest, discipline, commitment and intellectual maturity when carrying out the experimental activity. We believe that the lack of epistemological deepening in teacher education is one of the factors that contributed to the lack of knowledge of the procedures for the application of an experimental activity, and, in which they can be developed for the teaching learning process. In our observation in the classroom, the teacher did not perform an experimental activity, so it was possible to apply together with the teacher, and what made the difference for our research the teacher felt motivated, and realized that it was possible to perform in the classroom experimental activities, therefore applied four more experimental activities, these being demonstrative with the class. The research demonstrated the importance of the relationship between epistemology and application of experimental activity, defended by the theory of cognitive development, indicating the importance of promoting theoretical reflections with the teacher about pedagogical practice in the development of cognitive skills through experimental activities.