Sequências didáticas no ensino de ciências associadas à cultura maker com o uso de kits educacionais para a formação de professores da educação básica

Abstract

Maker culture has been growing in the educational context. For it to be effective in student learning, it must permeate teacher training and these must be aligned with the contemporary scenario. The general objective of this research was to apply didactic sequences with basic education teachers, using educational kits built in the FabLearn laboratory using digital fabrication. The research is qualitative in nature and was divided into the following stages: 1) an exploratory bibliographic study, carried out through a Systematic Literature Review (RSL) on related works adhering to the theme; 2) the application of a pre-test with the research subjects; records of observations of the sequence application processes, through photos and recordings, evaluation of the didactic-pedagogical intervention processes and a post-test; 3) The teachers' responses were categorized based on the pre-test, sequence evaluation and posttest. According to the teachers, the main reasons for the difficulty of inserting maker culture in the educational context are that the municipality does not provide training focused on this topic, as well as the school not having maker laboratories as a pedagogical tool for the development of maker culture in the context. school. The main learnings generated from the application were about maker culture, programming with the Gogo Board and assembling an electrical circuit with the “Solar Electronic Kit” educational robotics kit. The educational product was three didactic sequences, which are available on the educational website “ciênciasmaker”. They are supported by the constructionism and the teaching and learning sequences (TLS) The sequences are aligned with the National Common Curricular Base (BNCC) and the IDEIA Science Curriculum of the municipality of Sobral, which is based on Science and Engineering Practices, aimed at ensuring that students are able to develop and apply the knowledge acquired, making your learning more meaningful. The results obtained in the research corroborate that the use of maker culture and digital resources in teacher training expand the methodologies used by teachers through the construction of an investigative and creative environment, but it is clear that there are still gaps in teacher training processes in relation to the use of digital resources.