Estímulos e limitações para a utilização de aulas práticas por professores de Ciências Biológicas

Abstract

The disciplines Science and Biology, which are based on observation and experimentation, can rely on practical activities, among other pedagogical resources, to optimize the teaching-learning process, without relying solely on theoretical explanation. In view of this, this research was carried out with professors in the field of Biological Sciences active and aimed to identify the limiting factors, as well as the stimulants, for the elaboration of experimental practical classes in regular education. Traditional justifications for not taking practical experimental classes (such as lack of time, resources, support and infrastructure), although plausible according to certain institutional contexts, were not priorities for the research. The criteria considered in the questionnaires and reflective interviews were: concepts and importance of experimental practices; contributions from initial training to experimentation; contributions from extracurricular projects; contributions from professional experiences and suggestions for continuing education, emphasizing the importance of teaching reflection on the contributions of didactic experimentation to teaching. The analysis criteria allowed to distinguish two interest groups: teachers with limitations and others with incentives to overcome contextual adversities. The research also supported the hypothesis that factors linked to initial and continuing education provide a limitation or stimulus for the development of experimental practices.