Didactic Strategies´Analysis Developed in Science Education By Students´ Perception

Abstract

We are experiencing the post-truth era, which has led to widespread skepticism and discredit in Science. The reflection of this denialist movement is reaching schools that need to deal with the scientific literacy process of these students immersed in these issues. Understanding Science and its processes is essential for the participation of the youth in society. Selecting appropriate teaching strategies enables motivation and interest and this can contribute to the construction of learning by the students. This study aims to discuss the 6th grade elementary school students´perception regarding different teaching strategies developed in Science classes during 2022. This research of descriptive character, in a qualitative approach, was carried out using a semi-structure questionnaire applied to student from a public school located in the city of Rio de Janeiro. The results show that the majority of the students evaluate laboratory classes and Science Fair as motivating strategies for learning Science. However, group work, which occurs in Science Fair projects or their similar proposals, is a limitation of this motivation, as many students consider this type of dynamic as a challenge. Proposals involving traditional teaching are also poorly evaluated by students, as these are boring and unrelated to the world around them. Therefore, this work proved to be important to bring reflection on students' perception of different teaching strategies, discussing and proposing activities that go towards the specific competencies of Natural Sciences provided for in the BNCC, taking into account the motivational factors for students, enabling the formation of the youth who are critical and aware of the demands of our modern society.