Experimental activities and Physics teaching for the early years of elementary school: analysis of a training program for teachers

Abstract

Advances in science and technology are of great importance to the modernization of society, and the introduction of the first scientific concepts from the earliest years of schooling is necessary in order to promote the child's interest in issues related to science. In this sense, the present study investigated the insertion of Physics teaching at the early years of elementary school and evaluated the results of the modules of Physics in a training program for teachers at the early years of elementary school, about their teaching practices. In these modules, different methodologies that consisted in carrying out experimental activities, debates and discussion groups were used. The study included 41 teachers, and different techniques for evaluation were used: questionnaires, focal groups, photographs and participant observation. After analyzing the data, we noticed the absence of topics related to physics in Sciences classes, and the predominance of the teaching of Portuguese Language and Mathematics in detriment of science education. After the participation of teachers in the training program, we observed significant changes in thereof, who started to introduce the teaching of Science / Physics in their classes. So that their students were motivated intrinsically, arousing the interest of these children for matters relating to the teaching of Physics. Finally, this work allowed us to deconstruct conceptions of teachers about the impossibility of teaching Physics to the child and, in the same way pointed for the need to expand the offer of training programs for teachers in the areas of Science to the early years of elementary school.