Resumo

LIMA, Maria Emilia Caixeta de Castro  e  MAUES, Ely. Another understanding about elementary teacher's role in kids' development and learning of science. Ens. Pesqui. Educ. Ciênc. [online]. 2006, vol.8, n.2, pp.161-175. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172006080207.

What's really about teaching science to kids? What knowledge do teachers use when they teach science to kids? What do they really don't know and what does its lack can bring? What other knowledge is essential for teaching' success? Why, even with supposed lack of conceptual framework can teachers teach science and allow kids development, preparing them for the incoming steps of scientific concepts learning? How do we human-beings constitute ourselves as cultural subjects? What are the relations between scientific and everyday concepts? To answer these questions we come closer to science teaching by our own experience with elementary teachers, delimiting this knowledge with Vygotsky's cultural-historical perspective.

Palavras-chave : primary (or elementary) science; science teaching; content knowledge..

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