INNOVATIVE TECHNOLOGY-MEDIATED TEACHING PRACTICES FOR THE TEACHING OF NATURAL SCIENCES

Abstract

Science education is fundamental for the formation of critical citizens, capable of interpreting the world around them, and schools play a crucial role in building this knowledge. This project seeks to understand the development of competencies and skills in the Natural Sciences curriculum component through Innovative Pedagogical Practices mediated by technologies. The research, which took a qualitative approach and was characterized as a field study, was conducted with 6th-grade elementary school students at a public school in Manaus, Amazonas. Due to the pandemic, the activities were conducted both in person and virtually, divided into three phases: diagnosis, application, and evaluation. In the diagnostic phase, extensive bibliographic research was conducted on science teaching and the main Innovative Pedagogical Practices. After defining the characteristics of the students through a semi-structured questionnaire, the second phase began, in which four lesson plans were developed and applied: Technology-enriched classroom, Flipped classroom, Personalized teaching, and Station rotation. In the final phase, the results were analyzed using Bardin's content analysis methodology, and a final questionnaire was administered to students about the activities carried out. The results demonstrated the effectiveness of the project, with all students successfully completing the activities, even without prior familiarity with the methods used, and achieving an average score of 8.5 in the assessments. The methodologies employed made the classes more dynamic and the students more active and collaborative in the construction of knowledge. The use of technologies not only enriched and expanded the possibilities for teaching, but also facilitated the inclusion of students in modern society, where mastery of technologies is essential. In addition, the innovative pedagogical practices adopted provided a more interactive and engaging educational experience, allowing students to develop critical and collaborative skills essential for their future. The study demonstrates that even in challenging contexts such as the pandemic, it is possible to implement effective methodologies that promote meaningful and inclusive learning.