Resumo

UHMANN, Rosangela Ines Matos  e  ZANON, Lenir Basso. DIVERTIFYING TEACHING STRATEGIES FOR THE TEACHING OF SCIENCE IN THE DIALOGICAL RECONSTRUCTION OF TEACHING ACTION/REFLECTION. Ens. Pesqui. Educ. Ciênc. [online]. 2013, vol.15, n.3, pp.163-179. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172013150310.

This article analyses the different teaching strategies developed to the meaning making of content/concept "energy" with activities about batteries and fuel in the 3rd year High School, in a public school. The focus was on dialogic interactions with reconstructive questioning of socioenvironmental knowledge/practice. The study was mediated by the physics and chemistry teacher, during two months of classes. The work is part of a broader qualitative research that included four interpretative sceneries of teaching strategies developed in intra and extra-school contexts. Theoretical and practical activities with dialogical investigation in directed research are analyzed in the mediation and reconstruction of school knowledge, in a critical and reflexive attitude when faced to the socioenvironmental problems in the context of life that need the pedagogical re-meaning in the contemporary society.

Palavras-chave : Science Teaching; Environmental Education; Conceptual Meaning..

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