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Science teaching without practical experiencescan make it difficult for students to understand the scientific phenomena studied. In this sense, the choice of didactic resources is animportant task in science education. The objective of this research was to analyze the use of didactic models in science classes in elementary school from the perspective of teachers. To this end, we chose to identify the students’ main difficulties,and the pedagogical practices most used to outline them, as well as to investigate the obstacles faced by teachers to develop and apply didactic models and, finally, evaluate their conceptions about the results achieved with these resources. The methodological approach of this research is quali-quantitative, with exploratory objectives,and its technical procedures characterize field research. The data were produced from the application of an online questionnaire answered by science teachers fromtheelementary school Carmelita Veras de Paulain the municipality of Barroquinha–CE. This research revealed important information about the applicationof didactic models and similar pedagogical practices in the participating school. The teachers pointed out that the diversity of pedagogical practices encourages participation and the search for knowledge, as well as, recognizedthat didactic models increase students’ attention and interest, promote participation,and facilitate understanding of the contents. |
